THE IMPACT OF DIFFERENTIATED INSTRUCTION TO READING COMPREHENSION OF GRADE 5 STUDENTS

Buela, Jenelyn P.

Magalang, John Joel D.*

Patricio, Irene G.

Reyes, Hanna Joy Dg.

Sano, Robert John M.

Santos, Karen Joy Ds.

Norzagaray College

*johnjoelmagalang01@gmail.com

2023

ABSTRACT

This one group pretest-posttest quasi-experimental study investigated the impact of differentiated instruction to the reading comprehension of Grade 5 students. Thirty-one Grade 5 students (n=31) from one of the schools in Norzagaray, Bulacan took part in the study. The whole administration process was approximately 1 class week. The pretest was administered at the start of the week, then followed by 3-day intervention of differentiated instruction. Lastly, the post-test was conducted on the 5th day, thus, wrapping up the whole administration process. Data were collected through the Philippine Informal Reading Inventory (Phil-IRI). Phil-IRI consists of a reading passage for the pretest and posttest appropriate for the specific grade level, seven (7) questions for different levels of comprehension including Literal, Interpretive, and Applied. For data analysis, frequency and percentage distribution and Paired sample T-test were used. The results revealed that there is a significant difference between the results of Phil-IRI before and after conducting the differentiated instruction. With these results, it can be argued that differentiated instruction has a large significant effect on learners' reading comprehension. This study recommends using differentiated instruction as a teaching strategy to enhance teachers' pedagogy and students' learning. In addition, attending pre-service and in-service seminars/trainings about differentiation by the professionals in the field are also recommended.

Keywords: Reading Comprehension, Differentiated Instruction, Phil-IRI, Literal, Interpretive, and Applied.

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