DIFFERENTIATED INSTRUCTION ACTIVITIES: AN EXPLANATORY ANALYSIS

Authors

Ja O. Timtim

Abstract

This study aimed to determine the differentiated instruction activities used by teachers in the Division of Ozamiz City during the Academic Year 2024– 2025. Specifically, it sought to identify the frequency of use, determine the most and least commonly used strategies, and propose an intervention program based on the findings. Utilizing a sequential explanatory mixedmethods design, the study involved 50 teacher-respondents selected through purposive sampling. Quantitative data were analyzed using weighted means and standard deviations, while qualitative responses were examined through thematic coding. Results revealed that teachers consistently applied differentiated instruction strategies to address diverse learner needs. The most frequently used approaches included individualized learning plans, providing choices in learning tasks, incorporating hands-on learning activities, and using tiered assignments. Meanwhile, strategies such as integrating technology, implementing flexible grouping, and allowing alternative demonstrations of understanding were used less often. In response to these findings, the study proposed the “TECH-READY” intervention program, which aims to enhance teachers’ capacity for effective technology integration in support of differentiated instruction. The findings underscore the value of personalized teaching approaches and highlight areas for instructional improvement through targeted professional development

Keywords

differentiated instruction, individualized learning plans, student engagement, hands-on learning, Ozamiz City