Evidence-Based Differentiated Instructional Methods: Foundation for an Intervention Programs in Social Studies
DOI:
https://doi.org/10.5281/zenodo.21676102Keywords:
Academic Performance, Classroom Behavior, Differentiated Instruction, Inclusive Education, Intervention Framework, Secondary Learners, Skill Progress, Social Studies, Student EngagementAbstract
This study examined the effects of differentiated instruction on secondary-level learners in Social Studies and the barriers experienced by teachers in its implementation. Guided by Multiple Intelligence Theory and organized through the Input-Process-Output framework, the study aimed to develop an intervention framework that could strengthen differentiated instruction practices. A qualitative exploratory research design was employed at Emilio Aguinaldo College. Seven regular secondary school teachers with experience in differentiated instruction were selected through purposive sampling. Data were gathered using a researcher-made questionnaire, a structured interview guide, and demographic profile sheets. The participants’ responses were transcribed, coded, and interpreted through thematic analysis. The findings revealed that differentiated instruction positively influenced learners’ academic performance, student engagement, classroom behavior, and skill progress. It supported personalized learning, improved comprehension, increased participation and confidence, promoted collaboration and autonomy, and strengthened communication, critical thinking, problem-solving, and social interaction. However, teachers encountered difficulties in assessing learners’ understanding, managing large classes, preparing differentiated lessons, designing rubrics and assessments, accessing adequate resources, managing limited instructional time, and adapting strategies to varied learner capabilities and interests. The study concluded that differentiated instruction could create a more inclusive, responsive, and learner-centered Social Studies classroom when supported by sufficient preparation, resources, and institutional assistance. It recommended professional development workshops, resource allocation, collaborative planning, mentorship, reflective practices, parent and community engagement, technology-supported learning, and regular curriculum review. The study supports SDG 4, Quality Education, by promoting inclusive and responsive teaching, and SDG 10, Reduced Inequalities, by addressing diverse learner needs. It also relates to SDG 17 through collaboration among teachers, administrators, families, communities, and policymakers. Its sustainability impact lies in strengthening long-term instructional quality, institutional support, inclusive education, and community participation.
Downloads
References
Adare, A. A., Li, Y. P., & Gebresilase, B. M. (2023). Assessing practices and challenges in implementing differentiated instruction in Mingde Primary School. Open Journal of Social Sciences, 11(2), 79–100. https://doi.org/10.4236/jss.2023.112007
Aguhayon, H. G., Tingson, R., & Pentang, J. T. (2023). Addressing students learning gaps in mathematics through differentiated instruction. International Journal of Educational Management and Development Studies, 4(1), 69–87. https://doi.org/10.53378/352967
Aldossari, A. T. (2018). The challenges of using the differentiated instruction strategy: A case study in the general education stages in Saudi Arabia. International Education Studies, 11(4), 74–83. https://doi.org/10.5539/ies.v11n4p74
Aranda, M., & Zamora, J. (2016). Using differentiated instruction in improving the academic performance of students in Filipino language. Journal of Science, Technology and Arts Research, 4(1), 12–22. http://www.national-u.edu.ph/wp-content/uploads/2016/08/JSTAR-4_Aranda.pdf
Avgousti, M. (2017). One size does not fit all: Understanding differentiated instruction in elementary mixed-ability classrooms [Master’s thesis, University of Toronto]. TSpace Repository. https://tspace.library.utoronto.ca/bitstream/1807/76926/1/Avgousti_Melbo_201706_MT_MTRP.pdf
Bekele, W. B., & Ago, F. Y. (2022). Sample size for interview in qualitative research in social sciences: A guide to novice researchers. Research in Educational Policy and Management, 4(1), 42–50. https://doi.org/10.46303/repam.2022.3
Boston, A. (2017). An action research study of barriers to differentiated instruction in reading for Georgia middle school students in the inclusive classroom [Doctoral dissertation, Northcentral University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/openview/06b6bfb6f53a7f37d300cc950119800
Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589–597. https://doi.org/10.1080/2159676X.2019.1628806
Chen, L., Zhan, Z., & Su, Y. (2022). The role of differentiated instruction in skill acquisition in STEM education. International Journal of STEM Education, 9(1), Article 47. https://doi.org/10.1186/s40594-022-00364-7
Chien, C. W. (2014). College students’ attitude toward and learning of differentiated instruction in products. Journal of English Language and Literature, 1(2), 26–37. https://doi.org/10.17722/jell.v1i2.19
Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing among five traditions. SAGE Publications.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
Crowder, I. G. (2013). Teachers’ perceptions and practices of differentiated instruction at an innovative middle school for gifted and talented students [Unpublished doctoral dissertation]. The University of Georgia.
Davies, L., Newton, D., & Newton, L. (2018). Teachers’ pedagogies and strategies of engagement. International Journal for Talent Development and Creativity, 6(1–2), 101–114. https://files.eric.ed.gov/fulltext/EJ1296857.pdf
Dawadi, S. (2020). Thematic analysis approach: A step-by-step guide for ELT research practitioners. Journal of NELTA, 25(1–2), 62–71. https://doi.org/10.3126/nelta.v25i1-2.49731
De Neve, D., & Devos, G. (2016). The role of environmental factors in beginning teachers’ professional learning related to differentiated instruction. School Effectiveness and School Improvement, 27(4), 557–579. https://doi.org/10.1080/09243453.2015.1122637
Desta, A. (2019). Teacher educators’ perception and practices of differentiated instruction in Ethiopian secondary teacher education. The International Journal of Research in Teacher Education, 10(1), 79–93. http://ijrte.inased.org/makale_indir/882
Deunk, M. I., Smale-Jacobse, A. E., de Boer, H., Doolaard, S., & Bosker, R. J. (2018). Effective differentiation practices: A systematic review and meta-analysis of studies on the cognitive effects of differentiation practices in primary education. Educational Research Review, 24, 31–54. https://doi.org/10.1016/j.edurev.2018.02.002
Dosch, M., Zidon, M., Pablico, J., & Dee, A. L. (2017). Preservice teacher application of differentiated instruction. International Journal for the Scholarship of Teaching and Learning, 11(1), Article 8.
Gaitas, S., & Martins, M. A. (2017). Teachers perceived difficulty in implementing differentiated instructional strategies in primary school. International Journal of Inclusive Education, 21(5), 544–556. https://doi.org/10.1080/13603116.2016.1223180
Ghaith, G. M., & Awada, G. M. (2022). Scaffolding understanding of scholarly educational research through teacher/student conferencing and differentiated instruction. Teaching & Learning Inquiry, 10, Article 8. https://doi.org/10.20343/teachlearninqu.10.8
Gregory, G. H., & Chapman, C. (2013). Differentiated instructional strategies: One size does not fit all (3rd ed.). Corwin Press.
Hapsari, T., Dahlan, D., & Dahlan, J. A. (2018). Understanding and responding the students in learning mathematics through the differentiated instruction. Journal of Physics: Conference Series, 1013, Article 012136. https://doi.org/10.1088/1742-6596/1013/1/012136
Haymon, C., & Wilson, A. (2020). Differentiated reading instruction with technology for advanced middle school students’ reading achievement. Journal of Educational Research & Practice, 10(1), 70–89. https://doi.org/10.5590/JERAP.2020.10.1.05
Hess, M. A. (1999). Teaching in mixed-ability classrooms. Wisconsin Education Association Council. http://www.weac.org/kids/1998-99/march99/differ.htm
Iqbal, J., Khan, A. M., & Nisar, M. (2020). Impact of differentiated instruction on student learning: Perception of students and teachers. Global Regional Review, 5(1), 364–375. http://dx.doi.org/10.31703/grr.2020(V-I).40
Ismail, S. A. A., & Al Allaq, K. (2019). The nature of cooperative learning and differentiated instruction practices in English classes. SAGE Open, 9(2). https://doi.org/10.1177/2158244019856450
İzgi, İ. (2014). Ayırt edicilik ilkesine dayalı İngilizce öğretim tasarımı uygulamasının öğrencilerin akademik başarı ve derse yönelik tutumları üzerine etkisi [Master’s thesis, Akdeniz University]. Akdeniz University Institutional Repository. https://acikerisim.akdeniz.edu.tr/bitstream/handle/123456789/2208/T03333.pdf
Jager, T. de. (2017). Perspectives of teachers on differentiated teaching in multicultural South African secondary schools. Studies in Educational Evaluation, 53, 115–121. https://doi.org/10.1016/j.stueduc.2017.05.001
Korstjens, I., & Moser, A. (2018). Series: Practical guidance to qualitative research. Part 4: Trustworthiness and publishing. European Journal of General Practice, 24(1), 120–124. https://doi.org/10.1080/13814788.2017.1375092
Koutselini, M., & Agathagelou, S. (2021). The impact of differentiated instruction on critical thinking and problem-solving skills in primary education. Educational Research Quarterly, 44(3), 95–112.
Kumar, S., Kuman, R. S., Govindaraj, M., & Prabhu, N. R. V. (2020). Sampling framework for personal interviews in qualitative research. PalArch’s Journal of Archaeology of Egypt / Egyptology, 17(7), 7102–7114.
Kyriakides, L., Creemers, B., & Charalambous, E. (2018). Quality and equity dimensions of educational effectiveness: An introduction. In Policy Implications of Research in Education (Vol. 8, pp. 1–38). Springer. https://doi.org/10.1007/978-3-319-72066-1_1
Le Fevre, D., Timperley, H., & Ell, F. (2016). Curriculum and pedagogy: The future of teacher professional learning and the development of adaptive expertise. In D. Wyse, L. Hayward, & J. Pandya (Eds.), The SAGE handbook of curriculum, pedagogy and assessment (Vol. 1, pp. 309–324). SAGE Publications. https://doi.org/10.4135/9781473921405.n20
Lester, C. (2023). What is the effect of differentiated instruction on student engagement in learning? [Doctoral dissertation, Kennesaw State University]. DigitalCommons@Kennesaw State University. https://digitalcommons.kennesaw.edu/teachleaddoc_etd/64/
Letzel-Alt, V., & Pozas, M. (Eds.). (2023). Differentiated instruction around the world: Exploring differentiated instructional practice in general school education. Waxmann Verlag. https://doi.org/10.31244/9783830997023
Lunsford, K. J. (2017). Challenges to implementing differentiated instruction in middle school classrooms with mixed skill levels [Doctoral dissertation, Walden University]. ScholarWorks@Walden. https://scholarworks.waldenu.edu/dissertations/4001/
Magableh, I. S. I., & Abdullah, A. (2020a). On the effectiveness of differentiated instruction in the enhancement of Jordanian students’ overall achievement. International Journal of Instruction, 13(2), 533–548. https://doi.org/10.29333/iji.2020.13237a
Magableh, I., & Abdullah, A. (2020b). The effect of differentiated instruction on EFL learners: Teachers’ perspective. International Journal of Academic Research in Business and Social Sciences, 10(5), 626–641. http://dx.doi.org/10.6007/IJARBSS/v10-i5/7235
Magableh, I., & Abdullah, A. (2020c). The effectiveness of differentiated instruction by streaming: A preliminary study of current practices in the UAE. International Journal of Learning, Teaching and Educational Research, 19(6), 94–108. https://doi.org/10.26803/ijlter.19.6.6
Marks, A., Woolcott, G., & Markopoulos, C. (2021). Differentiating instruction: Development of a practice framework for and with secondary mathematics classroom teachers. International Electronic Journal of Mathematics Education, 16(3), Article em0657. https://doi.org/10.29333/iejme/11198
McAdamis, S. (2001). Individual paths: Teachers tailor their instruction to meet a variety of student needs. Journal of Staff Development, 22(2), 48–50.
McCarthy, J. (2015, August 28). 3 ways to plan for diverse learners: What teachers do. Edutopia. https://www.edutopia.org/blog/differentiated-instruction-ways-to-plan-john-mccarthy
McCombes, S. (2021, August 30). An introduction to sampling methods. Scribbr. https://www.scribbr.com/methodology/sampling-methods/
McQuarrie, L. M., McRae, P., & Stack-Cutler, H. (2021). Differentiated instruction: A research basis. Kappa Delta Pi Record, 57(1), 10–15. https://doi.org/10.1080/00228958.2021.1852233
Merawi, T. M. (2018). Primary school teachers’ perceptions of differentiated instruction (DI) in Awi Administrative Zone, Ethiopia. Bahir Dar Journal of Education, 18(2), 112–128.
Meyad, N. A., Roslan, S., Abdullah, M. C., & Hajimaming, P. (2014). The effect of differentiated learning method in teaching the Arabic language on students’ motivation. Journal of Social Science Research, 5(1), 671–678.
Miller, A. (2016, January 8). 6 strategies for differentiated instruction in project based learning. Edutopia. https://www.edutopia.org/blog/differentiated-instruction-strategies-pbl-andrew-miller
Minshew, A. (2020, July 24). How differentiated instruction can help you reach every student in class. Waterford.org. https://www.waterford.org/education/differentiated-instruction-strategies/
National University Library. (2023, April 27). Trustworthiness of qualitative data. Dissertation Center. https://resources.nu.edu/
Noble, H., & Heale, R. (2019). Triangulation in research, with examples. Evidence-Based Nursing, 22(3), 67–68. http://dx.doi.org/10.1136/ebnurs-2019-103145
Organisation for Economic Co-operation and Development. (2018a). PISA 2018 results. OECD Publishing. https://www.oecd.org/pisa/publications/pisa-2018-results.htm
Organisation for Economic Co-operation and Development. (2018b). The resilience of students with an immigrant background: Factors that shape well-being. OECD Publishing. https://doi.org/10.1787/9789264292093-en
Özer, S., & Yılmaz, E. (2018). The effect of thinking-style-based differentiated instruction on achievement, attitude, and retention. Kastamonu Education Journal, 26(1), 11–20. https://doi.org/10.24106/kefdergi.374145
Pablico, J., Diack, H., & Lawson, A. (2017). Differentiated instruction: A survey study of teacher implementation in high school science. International Journal of Education and Research, 5(3), 113–124.
Puricallan, J. A. (2020). Senior high school program: Implementation and procedures. Journal of World Englishes and Educational Practices, 2(2), 105–112.
Robinson, R. S. (2014). Purposive sampling. In A. C. Michalos (Ed.), Encyclopedia of quality of life and well-being research (pp. 5243–5245). Springer. https://doi.org/10.1007/978-94-007-0753-5_2337
Roy, A., Guay, F., & Valois, P. (2013). Teaching to address diverse learning needs: Development and validation of a differentiated instruction scale. International Journal of Inclusive Education, 17(11), 1186–1204. https://doi.org/10.1080/13603116.2012.743604
Sapan, M., & Mede, E. (2022). The effects of differentiated instruction (DI) on achievement, motivation, and autonomy among English learners. Iranian Journal of Language Teaching Research, 10(1), 127–144. https://files.eric.ed.gov/fulltext/EJ1330093.pdf
Sayı, K. A., & Emir, S. (2017). The effects of differentiated foreign language instruction on academic achievement and creativity of gifted students. International Journal of Academic Research, 5(1), 276–288.
Schleicher, A. (2016). Teaching excellence through professional learning and policy reform: Lessons from around the world. OECD Publishing. https://doi.org/10.1787/9789264252059-en
Shareefa, M., Moosa, V., Zin, R. M., & Abdullah, N. A. (2019). Teachers’ perceptions on differentiated instruction: Do experience, qualification and challenges matter? International Journal of Learning, Teaching and Educational Research, 18(8), 214–226. https://doi.org/10.26803/ijlter.18.8.13
Sim, J., Saunders, B., Waterfield, J., & Kingstone, T. (2018). Can sample size in qualitative research be determined a priori? International Journal of Social Research Methodology, 21(5), 619–634. https://doi.org/10.1080/13645579.2018.1454643
Smale-Jacobse, A. E., Meijer, A., Helms-Lorenz, M., & Maulana, R. (2019). Differentiated instruction in secondary education: A systematic review of research evidence. Frontiers in Psychology, 10, Article 2366. https://doi.org/10.3389/fpsyg.2019.02366
Spencer, B. (2018, October 8). The impact of effective classroom management. Satchel. https://blog.teamsatchel.com/the-impact-of-effective-classroom-management
Stahl, N. A., & King, J. R. (2020). Expanding approaches for research: Understanding and using trustworthiness in qualitative research. Journal of Developmental Education, 44(1), 26–28. [suspicious link removed]
Stollman, S. H. M. (2018). Differentiated instruction in practice: A teacher perspective [Doctoral dissertation, Leiden University]. Leiden University Scholarly Publications. https://scholarlypublications.universiteitleiden.nl/handle/1887/62049
Subban, P., & Round, P. N. (2020). Differentiated instruction to support students with diverse learning needs. Australian Journal of Teacher Education, 45(1), 34–50. https://doi.org/10.14221/ajte.2020v45n1.3
Suprayogi, M. N., Valcke, M., & Godwin, R. (2017). Teachers and their implementation of differentiated instruction in the classroom. Teaching and Teacher Education, 67, 291–301. https://doi.org/10.1016/j.tate.2017.06.020
Tomlinson, C. A. (2005). Grading and differentiation: Paradox or good practice? Theory Into Practice, 44(3), 262–269. https://doi.org/10.1207/s15430421tip4403_11
Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed.). ASCD.
Tomlinson, C. A. (2015). Teaching for excellence in academically diverse classrooms. Society, 52(3), 203–209. https://doi.org/10.1007/s12115-015-9888-0
Tomlinson, C. A., & Moon, T. R. (2013). Assessment and student success in a differentiated classroom. ASCD.
Toth, E., & York, K. (2022). Enhancing writing and analytical skills through differentiated instruction in middle school. Journal of Middle School Education, 37(4), 203–219.
Trainor, L. R., & Bundon, A. (2021). Developing the craft: Reflexive accounts of doing reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 13(5), 705–726. https://doi.org/10.1080/2159676X.2020.1840423
Unal, A., Unal, Z., & Bodur, Y. (2022). Differentiated instruction and kindergarten through 5th grade teachers. Georgia Educational Researcher, 19(2), Article 2. https://doi.org/10.20429/ger.2022.190202
United Nations Educational, Scientific and Cultural Organization. (2017). A guide for ensuring inclusion and equity in education. https://unesdoc.unesco.org/ark:/48223/pf0000248254
University of Tasmania. (2022, April 8). Research data management. UTAS Library Guides. https://utas.libguides.com/ResearchData
University of Virginia. (2022). Retention of research records and destruction of data. Institutional Review Board for Health Sciences Research. https://research.virginia.edu/
Van Casteren, W., Bendig-Jacobs, J., Wartenbergh-Cras, F., Van Essen, M., & Kurver, B. (2017). Differentiëren en differentiatievaardigheden in het voortgezet onderwijs. ResearchNed.
Wahyudi, S., Hapsari, M. M., & Sugiono. (2022). The implementation of differentiated instruction methods: An identification of inhibiting factors and their solutions toward qualitative surveys. In Proceedings of the 1st UPY International Conference on Education and Social Science (UPINCESS 2022) (pp. 242–252). Atlantis Press. https://doi.org/10.2991/978-2-494069-39-8_23
Wan, S. W. (2016). Differentiated instruction: Hong Kong prospective teachers’ teaching efficacy and beliefs. Teachers and Teaching, 22(2), 148–176. https://doi.org/10.1080/13540602.2015.1055435
White, D. M. (2015). Differentiated instruction in the science classroom: Student perception, engagement and learning [Unpublished master's thesis]. Montana State University.
Wilkinson, S. D., & Penney, D. (2014). The effects of setting on classroom teaching and student learning in mainstream mathematics, English and science lessons: A critical review of the literature in England. Educational Review, 66(4), 411–427. https://doi.org/10.1080/00131911.2013.787971
Williams, E. (2018, June 29). What is the meaning of academic performance? Chron. https://work.chron.com/meaning-academic-performance-17332.html
Yavuz, A. C. (2018). The effect of differentiated instruction on Turkish students’ L2 achievement, and student and teacher perceptions [Unpublished master’s thesis]. Bahçeşehir University.
Yuen, S.-Y., Luo, Z., & Wan, S. W. Y. (2023). Challenges and opportunities of implementing differentiated instruction amid the COVID-19 pandemic: Insights from a qualitative exploration. Education Sciences, 13(10), Article 989. https://doi.org/10.3390/educsci13100989
Zens, A. (2021). The impact of differentiated learning activities on student engagement and motivation in the English language arts classroom [Master's thesis, Minnesota State University Moorhead]. RED: Research and Educational Deposit. https://red.mnstate.edu/thesis/611
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
How to Cite
