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DIFFERENTIATED APPROACHES IN TEACHING TEACHNOLOGY AND

LIVELIHOOD EDUCATION GRADE 10

A Thesis presented to
The Faculty of the Graduate School
University of Caloocan City

In partial fulfilment
of the requirements for the Degree
of Master of Arts in Education
Major in Educational Management

By:

LANIE C. MALATE
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CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Educators are mandated to see that all students meet the standards

prescribed by the Department of Education. Through the use of differentiated

instructional strategies, educators can meet the needs of all students and help

them to meet and exceed the established standards. The objective is

accomplished by choosing appropriate teaching methods to match each

individual student’s learning needs.

According to Kathryn Nieves (2019) in her article on Differentiated

Instruction, a curriculum does not have to be a roadblock. There are

plenty of ways that teachers can incorporate individual student needs

and interests while still following the required skills and assignments.  

At its most basic level, differentiating instruction means “shaking

up” what goes on in the classroom so that students have multiple options

for taking in information, making sense of ideas, and expressing what

they learn. In other words, a differentiated classroom provides different

avenues to acquiring content, to processing or making sense of ideas,

and to developing products so that each student can learn effectively.

The roots of differentiated instruction go all the way back to the days of

the one-room schoolhouse, where one teacher had students of all ages in one
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classroom. As the educational system transitioned to grading schools, it was

assumed that children of the same age learned similarly. However in 1912,

achievement tests were introduced, and the scores revealed the gaps in

student’s abilities within grade levels.

In 1975, Congress passed the Individuals with Disabilities Education

Act (IDEA), ensuring that children with disabilities had equal access to public

education. To reach this student population, many educators used

differentiated instruction strategies. Then came the passage of No Child Left

Behind in 2000, which further encouraged differentiated and skill-based

instruction—and that’s because it works. Research by educator Leslie Owen

Wilson (2014) supports differentiating instruction within the classroom, finding

that lecture is the least effective instructional strategy, with only 5 to 10

percent retention after 24 hours. Engaging in a discussion, practicing after

exposure to content, and teaching others are much more effective ways to

ensure learning retention.

Differentiated instruction is an approach and philosophy of education

that aims at addressing and meeting the students’ diversity. Considering the

purpose of the approach Tomlinson (2011) suggested a comprehensive and

concise definition for it: “differentiation consists of the efforts of teachers to

respond to variance among learners in the classroom. Whenever a teacher

reaches to an individual or small group to vary his or her teaching in order to

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create the best learning experience possible, that teacher is differentiating

instruction”.

Differentiation can be applied in the content, process, product (Levy,

2018) as well as in learning environment (Tomlinson, 2012). Content or “input”

includes what teachers intend to teach and how the students will achieve the

level of knowledge and understanding. To Tomlinson and Allan (2011)

differentiating the content is to provide multiple ways to get the “facts,

concepts, generalizations or principles, attitudes, and skills related to the

subject, as well as materials that represent those elements” (p. 7). Another

area to differentiate is the process of teaching and learning or “how” the

students get the information. To differentiate the process of learning, choices

should be provided in expressing the concepts and facts (Benjamin, 2016 et.

al.). It is also added that the differentiated process should be directly relevant

to the content and assist the learners in getting the knowledge and skills

(Tomlinson and Strickland, 2015). The third area to implementing

differentiation is the product. It is the “output” through which the students show

what they have gotten. Teachers differentiate the products by providing a

variety of items students employ to demonstrate what they have learned as the

result of a period of study (Knowles, 2011). The differentiated content, process,

and product should be based upon the students’ strength, needs, and learning

styles (Levy, 2018) and on the students’ readiness, interests, and learning
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profiles (Tomlinson, 2011). The last area to differentiate is related to the

environment. Teachers implement environment differentiation by altering the

classroom structure to let students move within and between groups. The

learning environment is of significant importance in promoting the students’

achievement (Tomlinson, 2011). Therefore, a differentiated teacher plans the

instruction based on individual students, not on a preplanned fixed curriculum.

The teachers should accept that students differ from many perspectives, so as

to prepare and design curriculums according to the students’ interests, and

abilities using various channels of presenting the lessons and with varied

complexity.

Background of the Study

The learning capabilities of the students vary as time goes by. There are

learners who conceive fast unlike others, but this should not be a barrier for

every learner to grow. The reasons why this things happen specifically

nowadays that they are living in a digital era wherein different gadgets,

machineries and equipment were being used. As they go through a

modernization technology, the view and orientation of the people also change.

Learners indulge in technology.

Even in food preparation, the food we eat is already a product of

modernization from a very long to short time preparation like in the case of
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‘instant food”. The desire to prepare and cook food begins to vanish. In relation

to this, teachers in TLE cookery should do something to alleviate learners’

desire, interest and attention again in the field of cookery.

The importance of cookery as a course in Technology and Livelihood

Education under the K to 12 Curriculum has always been emphasized.

Cookery not only includes developing skills in cooking and in poultry, meat and

fish cookery, but also provides students’ knowledge and develop skills that will

transform their lives toward productive ends.

In TLE cookery, skills in doing some chores like developing responsible

parenthood to have a happy family relationship are developed, underscoring

the many ways and this things students need for their future. With the advent

of globalization, TLE cookery and its components like cooking, food

processing, food handling and even restaurant management has been very

vital for students.

In Cookery 9 and 10, varied and relevant activities and opportunities are

provided to demonstrate a student’s understanding of concepts and core

competencies as prescribed in TESDA Training Regulation in Cookery and

provides quality foods and services to target clients. This will also be a venue

for teachers to assess students and identify aspects of business that they

need to strengthen and safeguard before they become a part of the workforce.
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Today in the world of work, the number of available jobs is scarce and

the Department of Education is revitalizing its resources to lead the young

minds and to prepare them skillfully as future Chef.

It is in honing the skills that learners can assure to have an edge of

surviving the daily needs of oneself and of others. It seeks to provide the

learners with the knowledge, attitude, values and skills in the field of Cookery.

Through differentiated approaches in TLE Cookery. Learners will have

the eagerness to learn, grow, succeed and move on to become more

independent and responsible member of the society. Moreover, this will allow

the teachers closely assess and monitor skill and knowledge level of learners

in cookery class. Differentiated approaches will best help learners to grow with

the optimum understanding and skill at a given moment.

Acknowledging the importance of differentiated instruction in today’s

diverse classrooms, the current study aimed at investigating the differentiated

approaches in teaching Technology and Livelihood Education (TLE) grade 10.

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Statement of the Problem

The study aimed to describe the differentiated approaches in teaching

Technology and Livelihood Education (TLE) grade 10 of Tala High School

Caloocan City.

Specifically, this study sought to answer the following questions:

1. What are the applicable differentiated instruction in teaching Technology

and Livelihood Education grade 10?

2. What is the performance of the grade 10 students in the pre-test and

posttest?

3. Is there a significant difference between the pre-test and posttest

mean?

4. Is there a significant difference between the performance of the

students under differentiated approaches and traditional approaches?

5. How may the findings be used in crafting training plan for TLE
teachers?
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Research Hypothesis

The hypotheses will be tested using 0.05 level of significance.

1. H0: There is no significant difference between the pre-test and posttest

mean.

2. H0: There is no significant difference between the performance of the

students under differentiated approaches and traditional approaches

Scope and Delimitation of the Study

The study focused on describing the differentiated approaches in

teaching Technology and Livelihood Education (TLE) grade 10 of Tala High

School Caloocan City. The respondents of this study will be the 500 students

from different sections taking up cookery and five (5) cookery teachers of

grade 10 Technology and Livelihood Education of Tala High School S.Y. 2019-

2020.

Significance of the Study

This study is beneficial to the following group of individuals:

Students. The results of this study may have a positive impact in

improving and elevating their academic performance and skill in cookery. They

will imbibe learning which will boost their confidence and excel in the class and

become productive in the field of TLE cookery.

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Teachers. This study will help the teachers innovate pedagogical

strategies through differentiated approaches and instruction and create a

conducive atmosphere of learning to take place. Through this, they may be

able to elevate the academic performance and improve the skill of the students

especially in cookery and other related courses.

School Administrators. The Study may serve as a basis for providing

adequate facilities and materials that will help the teachers deliver quality

education.

Curriculum Planners. Those who are engaged in enhancing

curriculum should further improve the teaching strategy of every teacher.

Through describing differentiated approaches and instruction in TLE 10,

curriculum planners may be able to develop a better curriculum for TLE that

will increase the skills of the students

Future Researchers. The future researchers are encouraged to

provide further studies on the variables which are not explored in the study.
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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents a review of related literature and studies both

local and foreign that can be valuable to the present study. Since the

researcher perceived the importance in giving insights that could of help in the

preparation of their studies and in supporting his findings, the outdated

researches were included.

Literatures are readings of related taken from and utilized in present

study in both local and foreign in order to complete the conceptual and

theoretical framework of the study.

Related Literature

Tomlinson and Allan (2014) defined differentiation as a teacher’s

reacting responsively to a learner’s needs. The student’s need may be to

express humor, work with a group, have additional teaching on a particular

skill, delve more deeply into a particular topic, or have guided help with a

reading passage – and the teacher responds actively and positively to that

need on an individual basis or with a small group of students. The authors

further stated that the goal of differentiated instruction is maximum student

growth and individual success, and the key principles that guide differentiated

instruction include flexibility in learning goals, effective and ongoing

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assessment, flexible grouping, “respectful” activities and learning

arrangements, and collaboration between students and teacher. The elements

of the curriculum that can be differentiated are content (the facts, concepts,

generalizations or principles, attitudes, and skills related to the subject),

process (how the learner comes to make sense of, understand, and “own” the

key facts, concepts, generalizations, and skills of the subject), and products

(items a student can use to demonstrate what he or she has come to know,

understand, and be able to do as the result of an extended period of study).

Student characteristics for which teachers can differentiate are readiness,

interest, and learning profile. Instructional strategies that facilitate

differentiation include learning centers, interest groups, group investigation,

complex instruction, compacting, learning contracts, tiered activities, and tiered

products.

Every teacher differentiates instruction in one way or another, for

example, by giving a student more time to finish an assignment, allowing

children choice in what to read, or giving different types of assessments.

However, a teacher can make the classroom more responsive to student

needs with a systematic approach to differentiation (Levy, 2018).

Differentiated instruction means that teachers create different levels of

expectations for task completion, and emphasize the creation of environments

where all learners can be successful; it addresses the "how to" question for
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teachers and calls upon educators to be responsive to learners (Tobin, 2018).

Hillier (2011) specifies four major principles of differentiated instruction: it

focuses on the essentials (manipulate the complexity of activities and

expectations), links assessment and instruction, involves collaborative learning

between the teacher and students, and all students participating in respectful

work. It is teaching with student variance in mind to maximize the capacity of

each learner by bridging gaps in understanding and skills and helping each

learner grow as much and as quickly as he or she can (Cox, 2018).

Differentiated instruction as a new approach has been the focus of many

studies during the two previous decades. One call for research was to

exploring the efficacy of the strategies of differentiated instruction including

grouping, tiered activities, on-going assessments and so forth (Eastman, 2010;

Gentry, 2012; Steinmeyer, 2011; Taylor, Pearson, Clark, & Walpole, 2010;

Reutzal & Cooter, 2015). Utilizing the qualitative technique of observation,

Miller (2017), found that high-performing teachers exploited small-group

instruction, pair-working and collaborative group work more than low-

performing teachers. Hawkins (2017), did a longitudinal study to figure out the

reasons of some schools’ being successful in Rhole Island. The outcomes of

the study revealed that small group instruction and using manipulative, as the

manifestations of differentiated instruction were highly effective in improving

education.
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In another study, Chen (2017) explored the learners’ perspective on tiered

assessment. In collecting data different techniques were employed including

observation, interviews, videotaping, and artifacts. The researcher reported

that tiering assessment was beneficial in enhancing the students’ motivation,

efforts, and English skills as well as confidence. Bantis (2018) investigated

the impact of task based writing instruction on English language acquisition

and differentiated instruction. The data was collected using both qualitative

and quantitative methods of study through interviews, transcriptions of writing

conferences and subject work samples. One teacher and 10 students of grade

three participated in the study. The findings of the study reported the efficacy

of task-based instruction, as a beneficial vehicle, in implementing differentiated

instruction and principles of second language acquisition to fulfill the students’

needs.

Investigating the effectiveness of differentiated instruction in classrooms with

gifted or talented students has been another call for research (Davalos &

Graffin, 2015; Olenchak, 2011; Porcher, 2017; Rock, Gregg, Ellis, & Gable,

2018; Tobin & McInnis, 2018). In a recent study, McCullough (2011) studied

the effectiveness of differentiation in promoting the vocabulary and reading

comprehension of struggling students in second grade in a school in Virginia.

The scores of 78 students from pretest and posttest of two types of exams
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were collected and analyzed by the researcher. The upshots of the study

demonstrated that implementing differentiated instruction was beneficial in

promoting the students’ achievement in vocabulary and in reading

comprehension.

Teachers’, administrators’, and educators’ perception of differentiated

instruction and its strategies have also been another domain for research

(Moody & Vaughn, 1997; Affholder, 2013; MacFarlane, 2088; Grafi-Sharabi,

2019). As an instance, Smith (2011) performed a qualitative study to discover

four exemplary competent teachers’ perception, understanding, interpretation,

and practiced strategies of differentiation. Firstly, the participants stated that

formal training failed to have a considerable influence on exercising the

approach; however, the expert teachers consciously exploited the related

strategies. They also noted that risk-taker teachers and those who teach

through “trial and error” will be accomplished in finding and developing new

lines to address the students’ needs.

In a quite recent study, aimed at practically implementing differentiated

instruction in Iranian EFL context, Khales Haghighi (2012), organized a study

to discover the efficacy of the approach in different proficiency levels. This

study took place in eight classes of one language institute, including four
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control and four experimental groups in the 4th, 5th, 7th, and 11th grade.

Teachers in the experimental group exploited flexible grouping, tiered

instruction, tiered assignments, and on-going assessment as the procedures

of differentiation. They differentiated the content, process and product based

on the students’ dominant intelligences, academic strength and weaknesses,

and learning profiles. The statistical procedures of T-test revealed significant

positive difference between the students’ reading comprehension in the pretest

and posttest in grade four, five, and seven (i.e. the elementary and

intermediated level students); yet, no meaningful difference was found in the

achievement of advanced level students in grade 11. After all, as it was shown

lots of studies were conducted quantitatively and qualitatively to seek the

efficacy of differentiated instruction in the promotion of students reading

comprehension. However, one area that is absent from the current-day

literature is to exploring the effectiveness of differentiate instruction in separate

educational settings. Therefore, the researchers were motivated to conduct

the current study to see if there is any difference between Iranian male and

female learners performance in reading comprehension when differentiation is

applied.

Differentiated instruction integrates knowledge about constructivist

learning theory, learning styles, and brain development with empirical research
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on influencing factors of learner readiness, interest, and intelligence

preferences toward students’ motivation, engagement, and academic growth

within schools (Tomlinson & Allan, 2011). Teachers who differentiate

instruction incorporate best practices in moving all of their students toward

proficiency in the knowledge and skills established in state and local standards

(Anderson, 2017). Differentiated instruction adapts learning to students’

unique differences (Chapman & King, 2015) based on students’ current

abilities and understandings, personal interests, and learning preferences

(Chamberlin & Powers, 2010).

Effective characteristics of differentiated instruction include clear

learning goals, ongoing and diagnostic assessments that modify instruction

and challenging tasks for all students (Chamberlin & Powers, 2011). Modifying

instruction to draw on student interests is likely to result in greater student

engagement, higher levels of intrinsic motivation, higher student productivity,

greater student autonomy, increased achievement, and an improved sense of

self-competence (Cox, 2018).

The differentiated classroom will help the teacher to support and

respond to the academic needs of the learner. According to Prince and

Howard (2012) in Koeze ( 2010), in a differentiated classroom, there is no

room for fear and students are free to take risks in their learning. By

developing lessons according to students’ readiness levels, interest, learning

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profiles, teachers will be able to integrate students prior knowledge and

experiences outside the school environment which will empower students to

view things differently and share their opinions because they already have

knowledge and interest in the topic. With modifications made to lessons,

students are challenged at appropriate levels to eliminate frustrations and

boredom.

According to Tomlinson (2011) in a differentiated classroom, the

teacher plans and carries out varied approaches to content, process and

product in anticipation of and response to student differences in readiness,

interest and learning needs. She also identified content, process, and

products as components that are differentiated in a classroom. Content

pertains to “what to teach,” and it’s what students learn or acquire. Process

deals with “how to teach” the ideas and skills that the students need to learn.

Product shows the personal interpretation of the learners, and it demonstrates

what they have learned (Martin and Loomis, 2014).

Differentiated instruction as a new approach has been the focus of

many studies during the two previous decades. One call for research was to

exploring the efficacy of the strategies of differentiated instruction including

grouping, tiered activities, on-going assessments and so forth (Eastman, 2010;

Gentry, 2012; Steinmeyer, 2011; Taylor, Pearson, Clark, & Walpole, 2010;

Reutzal & Cooter, 2015). Utilizing the qualitative technique of observation,

 UNIVERSITY OF CALOOCAN CITY Page
1
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Miller (2017), found that high-performing teachers exploited small-group

instruction, pair-working and collaborative group work more than low-

performing teachers. Hawkins (2017), did a longitudinal study to figure out the

reasons of some schools’ being successful in Rhole Island. The outcomes of

the study revealed that small group instruction and using manipulative, as the

manifestations of differentiated instruction were highly effective in improving

education.

In another study, Chen (2017) explored the learners’ perspective on

tiered assessment. In collecting data different techniques were employed

including observation, interviews, videotaping, and artifacts. The researcher

reported that tiering assessment was beneficial in enhancing the students’

motivation, efforts, and English skills as well as confidence. Bantis (2018)

investigated the impact of task based writing instruction on English language

acquisition and differentiated instruction. The data was collected using both

qualitative and quantitative methods of study through interviews, transcriptions

of writing conferences and subject work samples. One teacher and 10

students of grade three participated in the study. The findings of the study

reported the efficacy of task-based instruction, as a beneficial vehicle, in

implementing differentiated instruction and principles of second language

acquisition to fulfill the students’ needs.

 UNIVERSITY OF CALOOCAN CITY Page
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Investigating the effectiveness of differentiated instruction in classrooms with

gifted or talented students has been another call for research (Davalos &

Graffin, 2015; Olenchak, 2011; Porcher, 2017; Rock, Gregg, Ellis, & Gable,

2018; Tobin & McInnis, 2018). In a recent study, McCullough (2011) studied

the effectiveness of differentiation in promoting the vocabulary and reading

comprehension of struggling students in second grade in a school in Virginia.

The scores of 78 students from pretest and posttest of two types of exams

were collected and analyzed by the researcher. The upshots of the study

demonstrated that implementing differentiated instruction was beneficial in

promoting the students’ achievement in vocabulary and in reading

comprehension.

Teachers’, administrators’, and educators’ perception of differentiated

instruction and its strategies have also been another domain for research

(Moody & Vaughn, 1997; Affholder, 2013; MacFarlane, 2088; Grafi-Sharabi,

2019). As an instance, Smith (2011) performed a qualitative study to discover

four exemplary competent teachers’ perception, understanding, interpretation,

and practiced strategies of differentiation. Firstly, the participants stated that

formal training failed to have a considerable influence on exercising the

approach; however, the expert teachers consciously exploited the related

strategies. They also noted that risk-taker teachers and those who teach
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through “trial and error” will be accomplished in finding and developing new

lines to address the students’ needs.

In a quite recent study, aimed at practically implementing differentiated

instruction in Iranian EFL context, Khales Haghighi (2012), organized a study

to discover the efficacy of the approach in different proficiency levels. This

study took place in eight classes of one language institute, including four

control and four experimental groups in the 4th, 5th, 7th, and 11th grade.

Teachers in the experimental group exploited flexible grouping, tiered

instruction, tiered assignments, and on-going assessment as the procedures

of differentiation. They differentiated the content, process and product based

on the students’ dominant intelligences, academic strength and weaknesses,

and learning profiles. The statistical procedures of T-test revealed significant

positive difference between the students’ reading comprehension in the pretest

and posttest in grade four, five, and seven (i.e. the elementary and

intermediated level students); yet, no meaningful difference was found in the

achievement of advanced level students in grade 11. After all, as it was shown

lots of studies were conducted quantitatively and qualitatively to seek the

efficacy of differentiated instruction in the promotion of students reading

comprehension. However, one area that is absent from the current-day

literature is to exploring the effectiveness of differentiate instruction in separate

educational settings. Therefore, the researchers were motivated to conduct

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the current study to see if there is any difference between Iranian male and

female learners performance in reading comprehension when differentiation is

applied.

Learners learn and process information in different ways (Gregory and

Chapman, 2013). Some students prefer certain methods of learning, and it is

important that educators utilize a wide variety of teaching activities to address

learning preferences of the students. Being able to identify the various

learning styles of students and teaching them with an informed awareness of

those differences can assist students to achieve a better academic result and

improve their attitudes towards learning. Grasha (2016), has defined learning

styles as, "personal qualities that influence a student's ability to acquire

information, to interact with peers and the teacher, and otherwise participate

in learning experiences." Identifying learning styles enables a teacher to

capitalize on a student’s strengths and to become familiar with concepts they

may find challenging (Subban, 2016). Outfitting student’s unique style will

make every student bring up their full potential and provide opportunities for

genuine learning based on learners’ interest and needs; thus, the rewards

are great. Teachers who are unaware of student learning styles will likely

teach in a manner that prevents pupils from doing their best work (Morgan,

2014).
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In a recent study of Valiandes (2015), it was found out that students

made better progress in classrooms where differentiated instruction methods

were systematically employed, compared to students in classrooms where

differentiated instruction methods were not employed. Based on the findings,

the quality of differentiated teaching being given by the teacher has a great

effect on students’ achievement as well as the systematic employment of

differentiated instruction methods in mixed ability classrooms in promoting

equity, optimization of quality and effectiveness in teaching.

In a research conducted by Koeze (2017), it is evidently showed that

differentiated instruction had a positive effect on students’ performance.

Based on study, it had an increase in performance and has impact on

student achievement, and it is greatly suggested that teacher using

differentiated instruction should first administer a learning style inventory to

their students before implementing differentiated instruction because this

learning style inventory will provide the teacher with the necessary

information on how to differentiate lessons according to the choice and

interest of the students.

The study presented by Konstantinou-Katzi et. al. (2013) proved that

differentiated instruction was effective in improving students’ performance and

in enhancing their motivation and engagement. There was a positive impact

on student learning and attitudes towards mathematics when differentiated

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instruction applied to engineering students in college-level mathematics.

Based on the observations of the researchers, the whole class was being

transformed into more interactive and livelier one and showed enthusiasm

during the interviews and has a lively participation throughout the semester

when the differentiated instruction was applied. Through the differentiated

instruction, the students felt that they were given the chance to actually do

and understand mathematics and not feel handicapped by any lack of

prerequisite knowledge. Students felt they had constructive interaction with

the instructor and their peers. As a result, the differentiated instruction was

shown to be effective in improving students’ performance.

Allcock (2010) conducted a study comparing learning styles to

academic ability as a basis for differentiation to improved A-level student

performance of psychology students. In one class, learning activities were

differentiated by academic ability; in the other class, learning activities were

differentiated by learning style for nine weeks, followed by a further class test.

Both classes showed significant improvement from the beginning to the final

test, but there was no significant difference in improvement between the two

groups. The study recommended further research in personalized learning

make student-focused intervention to enable students to better understand

and to employ their own learning styles as a tool for independent study.
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Dosch and Zidon (2014) explored the implementation of differentiated

instruction in higher education to understand if quantitative improvements

were noted in a differentiated (DI) classroom compared to a non-differentiated

(NDI) classroom in two different sections of the same Educational Psychology

course taught by the same instructor Findings showed, the DI group

significantly outperformed the NDI group in the combined assignments and

the exams. However, only two assignments and one exam showed

significantly higher scores for the DI group when examined individually. The

DI group perceived differentiated methods as beneficial to their learning as

noted on the course evaluation and survey questions. Research has found

that implementation of differentiated instruction can help not only in the

students achievement but also in the teaching performance of the teachers

including their perceptions and attitudes.

In a study conducted by Maeng and Bell (2015), it investigated the

implementation practices of secondary science teachers who differentiate

instruction and all the participants employed differentiated instruction (DI) in

the delivery of their lessons. Based on the results, participants implemented a

variety of differentiation strategies in their classrooms with varying proficiency.

Evidence suggested all participants used instructional modifications that

required little advance preparation to accommodate differences in students'

interests and learning profile.

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This descriptive study investigated the implementation practices of

secondary science teachers who differentiate instruction. Participants

included seven high school science teachers purposefully selected from four

different schools located in a mid-Atlantic state.

The same study conducted by Robinson, Maldonado, and Whaley

(2014), it investigated how teacher participants from an elementary school, a

middle school, and a high school successfully differentiate instruction.

Teachers’ understanding and knowledge in a differentiating classroom are

crucial in achieving students success. The interviews explored participants'

perceptions of how differentiated instruction has influenced their ability to

successfully reach the diverse needs of learners in their classrooms. Major

findings in the case study included a lack of professional development, time

constraints, how differentiated instruction meets the needs of all learners, the

difficulties of learning how to initially implement differentiated instruction, and

the belief that differentiated instruction is essential for student success. The

study presented by Wan (2016) examined prospective teachers’ teaching

beliefs toward differentiated instruction and teaching efficacy. Changes in

teaching beliefs regarding differentiated instruction as well as teaching

efficacy levels were found and more positive attitudes toward differentiated

teaching were noted. Though there are some different concerns in class

management and conflicts with personal teaching beliefs, these concerns

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may be related to practical experiences and confidence as well as

expectations for students.

Hence, the present study is very similar in the studies of Koeze

( 2007) and Allcock (2010) that resulted in a positive effect of differentiated

instruction using learning style inventory as the basis for differentiation.

Studies of Valiandes (2015), Konstantinou-Katzi et. al. (2013), and Dosch

and Zidon (2014) addressed the problem on student diversity by using

differentiated instruction and results of these studies confirmed that students

made better progress compared to students in a nondifferentiated classroom.

Studies of Maeng and Bell (2015), Robinson, Maldonado, and Whaley

(2014), and Wan (2016) address the teachers’ teaching beliefs, perceptions,

attitudes and understanding on how to differentiate lessons. Results revealed

that there were positive attitudes toward differentiated teaching and the belief

that differentiated instruction is essential for student success.

Theoretical Framework

Differentiated instruction was primarily based on the theory of multiple

intelligences by Howard Gardner and brain-compatible research. Gardner

postulated eight different intelligences that are relatively independent but

interacting cognitive capacities. The intelligences are verbal linguistic, logical-

mathematical, musical, spatial, bodily-kinesthetic, naturalistic, interpersonal,

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intrapersonal, and a tentative ninth one, moral intelligence. Some students

demonstrate strong intelligence in one area, whereas other may demonstrate

strengths in several intelligences (Bender, 2012). Each child will have his or

her own unique set of intellectual strengths and weaknesses (Brualdi, 2018).

For clarity, learning style, learning preference, and multiple intelligences are

often used synonymously (Bender, 2012; Brualdi, 2018).

It is important, from a multiple intelligences perspective, that teachers

take individual differences among students very seriously. They should gear

how to teach and how to evaluate to the needs of the particular child. The

bottom line is having a deep interest in children and how their minds are

different from one another to help them use their minds well. Linking the

multiple intelligences with a curriculum focused on understanding is an

extremely powerful intellectual undertaking (Brualdi, 2018; Checkley, 2017).

Brain-compatible instruction is related to the multiple intelligences

concept but it is more solidly grounded in the neurosciences. Brain-scanning

techniques allow scientists to study performance of the human brain while the

subject concentrates on different types of learning tasks. It has been

discovered that brains perform best when highly motivated and involved and

experiencing “manageable” stress (Bender, 2012).

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Figure 1. Multiple Intelligences and Differentiated Approaches

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Conceptual Framework

Figure 2. The Effect of Differentiated Approaches to Learners

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Definition of Terms
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Chapter 3

RESEARCH DESIGN AND METHODOLOGY

This chapter presents the technique involved in gathering the necessary

data and ways of analyzing and interpreting thereof. It includes the research

design, respondents, sampling techniques, instruments used with their

construction, validation, administration and retrieval and statistical tools used.

Research Design

This study utilized the Descriptive Method of research to describe the

differentiated approaches in teaching Technology and Livelihood Education

(TLE) grade 10 cookery.

According to Calmorin (2014), this design is concerned with describing

the characteristics and properties of a group of persons, places or things which

involves gathering, organizing, presenting and describing data. It describes

and interprets “What is”. It is concerned with conditions or relationships that

exists, practices that prevail, beliefs, points of view or attitudes that are held,

processes that are going on, effects that are being felt and trends that are

developing.

Population of the Study

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The population of the study will be the five hundred (500) grade 10

students from different sections taking up cookery and five (5) TLE cookery

teachers in grade 10.

Research Instrument

The researcher utilized survey questionnaires to gather data from the

teacher respondents. The first part reflects the demographic profile which

specifically identified the age, teaching position, length of service, highest

educational attainment, seminars/training attended .The second part includes

the applicable differentiated approaches in teaching TLE grade 10 cookery.

Validation of the Research Instrument

In the pursuit of this study, various readings were undertaken by the

researcher in gathering information pertinent to the problem under study. The

researcher formulated the concept of his study by reading articles, literature,

bulletins and studies related to the subject of the study. From the readings, the

researcher was able to determine the variables, indications and framework of

the study.

The researcher drafted the questionnaire and showed it to the

professors in Master’s Program for comment and suggestions. She considered

all these as revised initial draft. Then showed it to her thesis adviser who in
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turn gave suggestions on what item needed revision or improvement. The

researcher also tried the questionnaires to five (5) teachers who are not part of

the study.

Data Gathering Procedure

The researcher secured an endorsement letter from the University of

Caloocan City Graduate School to commence the conduct of the study. Also a

permission to conduct the research study was secured from the Division Office

and from Tala High School.

After the approval, the researcher personally administered the survey

questionnaires to the respondents through the help of the department head of

TLE. The respondents answered the survey questionnaire beyond their official

time but still within the school campus only. The survey questionnaire was

retrieved on the same day of its administration. Data which were retrieved

were classified, organized and tabulated accordingly. The analysis and

interpretation of data helped to formulate findings, conclusions and

recommendations.

Statistical Treatment

The study utilized the following statistical treatments of data or

information gathered from the respondents through survey questionnaire.

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Frequency and Percentage Distribution. This was used to present

the composition of each domain identified in the survey questionnaire.

P- Percentage

f- Frequency of response

n- total number of respondents

Weighted Mean and Ranking. This was used to rank the status of the

school-based reading intervention programs.

x- weighted mean

∑fx- sum of all the products of f (frequency) and each weight.

n- total number of respondents

t-test for dependent or correlated samples. This formula stated that

to conduct a test difference in means with two independent sample use the t

statistic.

t=

wherein:

t – statistics

d – mean of the difference between the n match pair of measures

sd – standard deviation
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formula for getting the dependent samples: