INTERNATIONAL JOURNAL OF SOCIAL SCIENCE HUMANITY & MANAGEMENT RESEARCH
ISSN (p in ) 2833-2172, ISSN (online) 2833-2180
Volume 04 Issue 10 Oc obe 2025
Impac Fac o : 6.79 ,10.58806/ijsshm .2025 4i10n05DOI:
Page No. 1748-1901
IJSSHMR, Volume 04 Issue 10 Oc obe 2025 www.ijsshm .com Page 1748
The Use o Di e en ia ed Ins uc ional Ma e ials (DIMs) In Teaching Wo ld
His o y in In-Pe son Classes o G ade 8 Lea ne s
RAYCO, JENNIFER A.
Facul y o G adua e School Paman asan ng Lungsod ng San Pablo San Pablo Ci y, Laguna
ABSTRACT: This s udy aimed o de e mine he use o di e en ia ed ins uc ional ma e ials (DIMs) as an educa ional ool o e ec i ely
each Wo ld His o y o G ade 8 s uden s du ing in-pe son classes a Col. Lau o D. Dizon Memo ial In eg a ed High School. This s udy
used p e- es and pos - es g oup designs oga he he ele an da a om 160 G ade 8 s uden s who se ed as he esponden s. The p e-
es was gi en p io o he s uden s’ use o he ma e ials whils he pos - es was gi en a e hei success ul exposu e o DIMs.
The ollowing indings we e ga he ed: Du ing he p e- es , almos hal (46.87%) o hem sco ed ai ly, 39.38% sa is ac o y, and
3.75% e y sa is ac o ily. Howe e ,10% did no mee expec a ions, and none go an ou s anding sco e. In con as , he pos - es showed
ha 41.25% go an ou s anding sco e, 38.75% e y sa is ac o y, and 20% sa is ac o y. All esponden s me he expec a ions o he subjec
his ime.
The compa a i e da a ha showed a signi ican di e ence be ween he p e- es and pos - es sco es o he esponden s p o ed
ha he ema kable imp o emen in hei pos - es sco es was due o he use o di e en ia ed ins uc ional ma e ials (DIMs).
Finally, he Pea son compu a ion esul ed in a e y s ong posi i e co ela ion be ween he pe cep ion o s uden sin he use o
DIMs h ough i s ou key elemen s: con en , p ocess, p oduc , a ec /en i onmen , and hei co esponding pos - es sco es hus, a
signi ican ela ionship be ween he said pe cep ion o he s uden s and he ob ained pos - es sco es. These p o ed ha he highe he
le el o pe cep ion, he highe he co ela ion.
The scope o his s udy was limi ed o he G ade 8 s uden s o Col. Lau o D. Dizon Memo ial Na ional High School and Wo ld His o y
(AP 8) subjec only.
KEYWORDS: Di e en ia ed ins uc ional ma e ials, in-pe son classes, con en , p ocess, p oduc , a ec /en i onmen , p e-pos - es .
CHAPTER 1 INTRODUCTION
Backg ound o he S udy
The implemen a ion o he K o 12 cu iculum unde Republic Ac 10533 emphasized inclusi e educa ion, equi ing eache s o add ess
lea ne s’ di e se needs. Despi e hese e o ms, challenges pe sis in eaching A aling Panlipunan (AP), pa icula ly Wo ld His o y, whe e
lea ne s o en pe cei e he subjec as unengaging and di icul .
A Col. Lau o D. Dizon Memo ial In eg a ed High School, he consis en ly low Mean Pe cen age Sco es (50–60) in AP8 indica e he
need o inno a i e s a egies. The COVID-19 pandemic u he exace ba ed lea ning gaps, educing s uden s’ mo i a ion and
comp ehension. As schools e u ned o ull in-pe son classes, he e eme ged a s ong demand o lea ne -cen e ed app oaches ha could
b idge hese gaps.
Di e en ia ed Ins uc ion (DI), ancho ed on Ga dne ’s Theo y o Mul iple In elligences, Cons uc i is Lea ning Theo y, and
Tomlinson’s Di e en ia ed Ins uc ion F amewo k, p o ides oppo uni ies o design ins uc ional ma e ials (DIMs) ailo ed o s uden s’
eadiness, in e es s, and lea ning p o iles. By in eg a ing DI in AP8, eache s may ans o m class oom ins uc ion, imp o e s uden
achie emen , and os e mo e inclusi e lea ning en i onmen s.
S a emen o he P oblem
This s udy a emp ed o de e mine he e icacy in he use o Di e en ia ed Ins uc ional Ma e ials in eaching Wo ld His o y
(A aling Panlipunan 8) o in- pe son classes o G ade 8 Lea ne s in Col. Lau o D. Dizon Memo ial In eg a ed High School.
Speci ically, i aimed o answe he ollowing ques ions:
1. Wha is he pe cep ion o he G ade 8 esponden s in he use o Di e en ia ed Ins uc ional Ma e ials (DIMs) as o:
a. Con en
The Use o Di e en ia ed Ins uc ional Ma e ials (DIMs) In Teaching Wo ld His o y in In-Pe son Classes o
G ade 8 Lea ne s
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b. P ocess
c. P oduc
d. A ec / En i onmen
2. Wha a e he P e- es Sco es o he G ade 8 esponden s in Wo ld His o y (AP 8) du ing he Second Qua e pe iod be o e being
exposed o he use o DIMs?
3. Wha a e he Pos - es Sco es o he G ade 8 esponden s in Wo ld His o y (AP 8) du ing he Second Qua e pe iod a e being
exposed o he use o DIMs?
4. Is he e a signi ican di e ence be ween he p e- es and pos - es sco es o G ade 8 esponden s du ing he Second Qua e pe iod
be o e and a e being exposed o he use o DIMs?
5. Is he e a signi ican ela ionship be ween he pe cep ion o G ade 8 Lea ne s in he Use o Di e en ia ed Ins uc ional Ma e ials
(DIMs) h ough i s ou key elemen s: Con en , P ocess, P oduc and A ec /En i onmen and hei Pos - es Sco es in Wo ld
His o y (AP 8) o he Second Qua e Pe iod?
Hypo heses:
The ollowing hypo heses we e o mula ed:
Ho: The e is no signi ican di e ence be ween he p e- es and pos - es sco es in Wo ld His o y (AP 8) among G ade 8 esponden s
du ing he second qua e pe iod.
Ho: Tha he e is no signi ican ela ionship be ween he Pe cep ion o G ade 8 Lea ne s in he Use o Di e en ia ed Ins uc ional
Ma e ials (DIMs) h ough i s ou key elemen s: Con en , P ocess, P oduc and A ec /En i onmen and hei Pos - es Sco es in
Wo ld His o y (AP 8) o he Second Qua e Pe iod.
Theo e ical F amewo k
The Theo y o Mul iple In elligences, Cons uc i is Lea ning Theo y, and Tomlinson’s Di e en ia ed Ins uc ional F amewo k
se e as he ounda ion o his esea ch s udy.
Ga dne (1999) p oposed ha an indi idual's in elligence is no a single quan i iable quali y, bu a he a collec ion o di e en
o ms and ace s. Ga dne 's Theo y o Mul iple In elligences inspi ed he esea che o in es iga e his opic u he . Fu he mo e, his
heo y p oposed ha he e a e eigh in elligences ha emphasize he impo ance o p oblem-sol ing. This heo ized ha no all lea ne s
lea n in he same way and ha each human being is unique and di e en . En iching class oom ins uc ion by p o iding a di e se ange o
echniques and s a egies would p o ide oppo uni ies o all s uden s by os e ing he de elopmen o hei indi idual s eng hs
(Ga dne , 1999).
Teache s a e challenged o ca e ins uc ion in such a way ha i add esses he indi idual needs o he lea ne who lea ns in di e en ways
by iewing lea ne s as unique indi iduals. This may no appea o be a di icul ask o he eache , bu ca e ul planning o lessons and
how hese lessons will be ca ied ou necessi a es ca e ul p epa a ion. Fu he mo e, he uniqueness o each lea ne sugges ed ha he
eache should i s conside he s uden s' knowledge o wha he s uden s al eady know.
Cons uc i is Lea ning Theo y backs up he idea ha s uden s' knowledge and expe iences should be aken in o accoun du ing
he eaching and lea ning p ocess. Cons uc i is Lea ning Theo y has his o ical oo s in he wo ks o Dewey (1929), Vygo sky (1962),
and Piage (1963). (1980). Acco ding o Dewey (1938), as ci ed by Bada (2015), lea ning di e s o each indi idual based on how hey
cons uc meaning om hei expe iences. As a esul , a he han being passi e ecipien s o knowledge, lea ne s a e ac i e agen s in
he eaching and lea ning p ocess, c ea ing and a aching hei own meaning o he new concep o in o ma ion p esen ed o hem.
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Figu e 1. Di e en ia ed Ins uc ion F amewo k by Tomlinson (2013)
Acco ding o Tomlinson (2013), Di e en ia ed Ins uc ion (DI) allows eache s o add ess he s uden s' a ying needs by
ecognizing he ange o di e ences o uniqueness among s uden s and allowing eache s o ca e o each s uden 's unique lea ning s yle
by adjus ing wha hey each and how hey each i .
Teache s may di e en ia e hei lessons h ough he con en o he access o he lesson o opic a hand, p ocess o how he lea ne s
make sense o he in o ma ion p esen ed o hem, p oduc o lea ning a i ac s, e idence o ou pu s, and a ec /en i onmen o he
physical and a ec i e clima e in he class oom (Tomlinson, 2009). These ou componen s o Di e en ia ed Ins uc ion (DI) allow
eache s o add ess s uden s' a ying needs by ecognizing he ange o di e ences o uniqueness among s uden s and allowing eache s o
ca e o each s uden 's unique lea ning s yle by adjus ing wha hey each and how hey each i , acco ding o Tomlinson (2013).
Teache s can di e en ia e hei lessons based on he con en o access o he lesson o opic a hand, he p ocess o how lea ne s
make sense o he in o ma ion p esen ed o hem, he p oduc o lea ning a i ac s, e idence o ou pu s, and he a ec /en i onmen o
he physical and a ec i e clima e in he class oom (Tomlinson, 2009). Teache s a e expec ed o be able o a end o he indi idual needs
o each s uden using hese ou me hods o di e en ia ing he eaching and lea ning p ocess.
Teache s a e guided in he implemen a ion o di e en ia ed ins uc ion by hei unde s anding o he s uden 's needs, in e es s,
and lea ning p o ile. Acco ding o Tomlinson and Imbeau (2010), eadiness is de ined as a s uden 's cu en amilia i y wi h speci ic
knowledge, unde s anding, and skills. S uden in e es s a e de ined as " ha which engages a s uden 's a en ion, cu iosi y, and
in ol emen " (Tomlinson & Imbeau, 2010, p. 16). A lea ning p o ile is de ined as "a p e e ence o abso bing, explo ing, o exp essing
con en " (Tomlinson & Imbeau, 2010, p. 17). By aking in o accoun he di e ences among lea ne s, eache s can success ully
inco po a e di e en ia ed ins uc ion in o he eaching and lea ning p ocess wi h he help o his amewo k. Finally, a ec o en i onmen
e e s o he appo o ela ionship ha exis s be ween he eache and his o he s uden s. I also e e s o he o e all one o a mosphe e
o he class oom. Fu he mo e, by de e mining s uden s' pe cep ions o eaching and lea ning- p ocess, he esea che will be able o
unde s and how s uden s pe cei e he use o such an app oach o e inemen and imp o emen o i s applica ion.
Acco ding o Q i o n g ( 2017), p e c e p i o n h a s h e e s a g e s : selec ion, o ganiza ion, and in e p e a ion. The de ini ion and
s ages o pe cep ion will guide he esea che in de eloping an ins umen ha can de e mine whe he o no di e en ia ed ins uc ion
was e iden in in-pe son classes.
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Concep ual Pa adigm
The esea ch pa adigm depic s all he a iables ela ed o he s udy in o de o p o ide a clea e pe spec i e o he s udy.
The IPO (Inpu s-P ocess-Ou pu ) Model is depic ed in Figu e 2 as he s udy's Concep ual F amewo k. This model explains how
INPUTS, when PROCESSED, can esul in an OUTPUT.
INPUTS a e ep esen ed in his esea ch s udy by he P e-Tes Sco es o G ade-8 s uden s in Wo ld His o y (AP8) du ing he
Second Qua e Pe iod. These inpu s will go h ough a PROCESS such as he Implemen a ion o Di e en ia ed Ins uc ional Ma e ials
(DIMs) h ough he use o a Su ey Ques ionnai e. The esponses o he lea ne s a y acco ding o he ex en o which hey ag ee
o disag ee wi h he Fou Key Elemen s o Di e en ia ed Ins uc ions, such as Con en , P ocess, P oduc , And A ec /En i onmen .
Fu he mo e, once he esponden s' pe cep ions become signi ican ly eliable and accep able, he OUTPUT o his esea ch s udy a e
he esponden s’ Pos -Tes Sco es and hei Imp o ed Pe o mance wi h he use o he DIMs in lea ning Wo ld His o y (AP8) du ing
in-pe son classes.
Signi icance o he S udy
The esea che hopes ha he indings o he s udy a e bene icial o he ollowing:
To he s uden s. This esea ch s udy will in es iga e whe he he use o di e en ia ed ins uc ion has a posi i e impac on he
imp o emen o s uden s' pe o mance.
To he eache s. This esea ch s udy will in es iga e a eaching s a egy ha can be used in in-pe son classes. I can imp o e class oom
ins uc ion, lesson planning, and achie emen o he cu iculum guide's a ge ed s uden lea ning ou comes.
To he school heads. This esea ch s udy once adop ed and used by he school will be use ul o he school adminis a o s because i will
guide hem in de eloping school policies ega ding cu iculum and ins uc ion o imp o e s uden s' pe o mance.
To he esea che . This esea ch s udy may ul ill he esea che 's pu sui o he posi i e impac o di e en ia ed ins uc ion in a
no el deli e y o ins uc ion, pa icula ly du ing he e u n o in-pe son classes ollowing he es ic ions imposed by he CoViD-19
pandemic in Philippine educa ion. This esea ch s udy will open many doo s in he ield o ins uc ion o u u e use in apidly changing
educa ional se ings.
To u u e esea che s. This s udy may se e as a guide o u u e esea che s o use as a e e ence. They may also ob ain a li e a u e e iew
om his esea chs udy. Based on he indings o his s udy, hey can design a new s udy.
Scope and Limi a ion o he S udy
The s udy was limi ed o 160 G ade 8 lea ne s o Col. Lau o D. Dizon MIHS du ing SY 2022–2023. I co e ed hei pe cep ions o DIMs,
p e- es and pos - es sco es, and he implemen a ion o di e en ia ed s a egies in eaching AP8 du ing he second qua e .
De ini ion o Te ms
The ollowing e ms we e de ined concep ually and ope a ionally o be e unde s anding and bene i o he eade s.
Academic Achie emen . Academic achie emen in his s udy e e s o academic ou comes ha indica e how well a s uden has me
hei lea ning objec i es. (ei he in he sho o long e m). Exams o con inuous assessmen s a e equen ly used o assess s uden s, so
g ades a e used o assess hem.
A ec /Lea ning En i onmen . This e e s o how he eache o ganizes he class in he class oom en i onmen in his s udy. This
includes es ablishing ules and expec a ions, es ablishing p ocedu es o g oupings, es ablishing appo be ween he eache and he
s uden s, and es ablishing an o e all clima e in he eaching and lea ning p ocess.
Con en . This e e s o he lea ning compe encies ha s uden s mus mas e in his s udy. I also e e s o he me hod by which s uden s
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can gain access o lea ning compe encies.
Di e en ia ed Ins uc ional Ma e ials (DIMs). These a e eaching ma e ials ha ca e o he a ious needs o s uden s while aking
hei in e es s, lea ning p o iles, and eadiness in o accoun . DIMs enable he di e en ia ion o lessons based on con en , p ocess, p oduc ,
and a ec /en i onmen . They a e also e e ed o as an educa ional in e en ion o ea men .
In-Pe son Ins uc ion. This e e s o he conduc o classes h ough ins uc ional in e ac ion ha occu s physically and in eal- ime
be ween eache s and s uden s in he ac ual class oom se ing in his s udy.
Pe cep ion. In his s udy, his e e s o he ex en o which esponden s ag ee o disag ee ha ce ain indica o s o Di e en ia ed
Ins uc ion a e isible in in-pe son classes.
P e- es I e e s o a 25-i em es adminis e ed p io o he adminis a ion o an expe imen al ea men o educa ional in e en ion in
o de o de e mine he simila i y o he one expe imen al g oup. I also de e mines he s uden ’s le el o comp ehension a he s a o
he ea men .
Pos - es . I e e s o a 25-i em es adminis e ed o he same g oup o esponden s (comp ised o 160 esponden s om se en sec ions
handled by he esea che ) a e he ea men was adminis e ed using P ocess O ien ed Guide
Inqui y Lea ning.
P ocess. This e e s o he se s o ac i i ies o lea ning asks ha enable s uden s o make sense o he con en in his s udy.
P oduc . This is he me hod o way s uden s will p esen hei ou pu o demons a e lea ning o he con en in his s udy.
CONCEPTUAL LITERATURE
Di e en ia ed Ins uc ion. The Philippines ecei ed he lowes eading comp ehension sco e among he 79 coun ies in he 2018
P og amme o In e na ional S uden Assessmen , acco ding o he epo en i led: "Cap u ing he Complexi y o Di e en ia ed
Ins uc ion" (PISA). I is a global assessmen o s uden s' Reading, Ma hema ics,
and Science p o iciency adminis e ed by he O ganiza ion o Economic Coope a ion and De elopmen . And while i is dishea ening o
sco e he lowes in eading comp ehension, we mus ecognize and accep ha he quali y o educa ion in he Philippines is declining o
ind an e ec i e and sus ainable solu ion o he p oblem.
Teache s a e encou aged o add ess s uden he e ogenei y in hei daily eaching p ac ice o add ess hei cons an ly inc easing
lea ning demands. One o he bes emedies o enhance and modi y ou lea ning p ac ices is Di e en ia ed Ins uc ion (DI). I is a popula
and p ac ice-p o en app oach ailo ed o e icien ly mee he di e se and dis inc i e needs o lea ne s (Coube gs, S uy en,
Van hou nou ; e al., 2017). I also p omo es inclusi e educa ion and aims o suppo academic lea ning and os e he social and
emo ional de elopmen o he s uden s. This u he means ha s uden s can lea n and acqui e con en and compe encies using
a ied esou ces and s a egies, allowing hem o demons a e knowledge, alues, and skills based on hei unique needs and
p e e ences.
The e ec i eness o DI is equen ly linked o he bes lea ning ou comes in e ms o academic pe o mance and achie emen
because i can be desc ibed as a collec ion o ins uc ional s a egies ha enable eache s o ensu e ha all s uden s, ega dless o hei
cha ac e is ics, ha e posi i e and success ul lea ning si ua ions (Lo eman, 2017). Un il now, howe e , he e a e s ill a ying de ini ions
s udies on he e ec s o DI and mo i a ing esea ch in o se e al DI amewo ks (Jennek e al., 2019; Lindne and Schwab, 2020).
Holland (2017) s a ed ha Di e en ia ed Ins uc ion is associa ed wi h inc eased s uden engagemen and mo i a ion; and
iden i ied speci ic class oom managemen s a egies ha suppo ed he e ec i e implemen a ion o di e en ia ed ins uc ion, such as
lexible g ouping, clea expec a ions, and s uden o he ins uc ional me hod, making i di icul o compa e he indings o a ious
choice.
McCa hy (2016) o e ed a comp ehensi e guide o implemen ing di e en ia ed ins uc ion in academically di e se
class ooms, including class oom managemen s a egies ha suppo success ul implemen a ion. She also highligh ed he impo ance o
es ablishing a posi i e class oom cul u e, se ing clea expec a ions, and de eloping p ac ices and p ocedu es ha suppo s uden
independence and accoun abili y.
Deunk e al. (2018) conduc ed a me a-analysis o examine he e ec s o DI on he cogni i e abili ies o p ima y kids in ligh o his. The
analysis o 21 s udies e ealed ha DI gene ally has a bene icial impac on he pupils' academic achie emen s (Deunk e al., 2018).
Howe e , no meaning ul o e all e ec was disco e ed when DI was ope a ionalized only h ough g ouping echniques. The indings
o a me a-analysis by S eenbe gen-Hu e al. (2016) indica ed ha he e we e no app eciable impac s o DI on s uden pe o mance when
g ouping me hods we e used. A pa allel s udy by Nusse and Geh e (2020) showed posi i e p og ess in he Ge man eading compe ence
o seconda y s uden s. Bu i could
no be de ined as an e ec o eache s’ use o DI (Nusse and Geh e , 2020).
The Use o Di e en ia ed Ins uc ional Ma e ials (DIMs) In Teaching Wo ld His o y in In-Pe son Classes o
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The e is a need o explo e how eache s di e en ia e hei ins uc ion, pa icula ly om la ge-scale s udies on DI (P as , an de
Weije -Be gsma, K oesbe gen, e al., 2 0 1 8 ; R i z e m a , Deunk, a n d Boske , 2016). The
sys ema iza ion o he DI concep and he ca ego iza ion o po en ial ins uc ional s a egies used o handle he wide ange o s uden
di e ences a e necessa y due o se e al in insic limi a ions on i s e icien applica ion. Pozas and Schneide (2019) o e ed a axonomy
o DI p ac ices o close he gap be ween educa ional heo y and common ins uc ional p ac ice. The axonomy is ancho ed wi hin he
cu en DI li e a u e and esea ch and buil on exis ing wo ks by gi ing eache s help ul and speci ic guidance on planning and
di e en ia ing hei ins uc ion o
esol e class oom di e si y.
A s udy by Jennek, G onos aj, and Vock (2019) e ealed ha , on a e age, he o e all use o DI does no di e signi ican ly
be ween school acks. E en wi h a deepe look in o he pa icula single implemen ed DI p ac ices, like ie ed assignmen s and
lea ning aids, he au ho s ound no e iden a iances among he school acks. The applica ion o DI, in summa y, may be in luenced by
he subjec domain and school ack. As such, con ex ual ac o s mus no be aken o g an ed when examining eache s’ use o DI.
Al-Sheh i (2020) s udied he e ec o DI on he c i ical hinking ap i ude o g ade six s uden s, and e idence showed ha an
ins uc ional p og am based on DI gene a ed a much be e pe o mance o he s uden s in e ms o hei c i ical hinking skills.
“Pe cep ion is he p ocess o o ganizing, iden i ying, and in e p e ing senso y da a o ep esen and unde s and he in o ma ion
o en i onmen p esen ed” (Schac e , 2011). The e a e h ee s ages o pe cep ion, acco ding o Qiong (2017): (1.) selec ion, (2.)
o ganiza ion, and (3.) in e p e a ion.
Selec ion is he ini ial s age o pe cep ion whe ein s uden makes meaning om he s imuli hey expe ience in hei lea ning
en i onmen . Lea ne s only include s imuli ha ha e ele ance o hem and ha e a habi o neglec ing o he s ha a e i ele an o hei
expe iences.
The inal s age o pe cep ion is he in e p e a ion s age, whe ein he lea ne s gi e meaning o he sensed expe ience. Lea ne s assign
meaning o he pa e n; howe e , di e en people may in e p e he same s imulus di e en ly due o di e ences in backg ound and belie
sys em.
In 2018, Pa sons e al. s a ed ha adap ing Di e en ia ed Ins uc ion is " he co ne s one o e ec i e ins uc ion" and " he gold
s anda d eache s should s i e
o ." T uly, di e en ia ing ins uc ion is a challenging eaching abili y (M. an Geel,T. Keuning, J. F è ejean, D. Dolmans, J. an
Me inboe , and A. J. Vissche , 2019).
Ano he s udy by Moosa and Sha ee a (2019) e ealed a link be ween he eache s' knowledge o DI and i s implemen a ion;
and be ween he eache s' sense o e icacy and DI implemen a ion. Based on he eg ession analysis o hei s udy, he eache s' expe ise
as acili a o s a ec ed he applica ion o DI because hey s ee he low o he eaching and lea ning p ocesses ha can encou age s uden s
o become achie e s. Consequen ly, hei ole has a subs an ial impac on he gene al pe o mance o he s uden s.
A he same ime, e e y eache aces he challenge o de e mining he le el o knowledge, unde s anding, and mo i a ion
indi idual s uden s equi e. S a egies o Di e en ia ing Ins uc ion: A P ac ical Manual o Using Mul iple In elligence App oaches is
an excellen sou ce o eache s o a ain and p o essionally use mul iple in elligences in hei class ooms. The e ised edi ion con ains
all new p ojec s and examples o p o en and eliable me hods o oday's di e se lea ne s, including young child en. (Robe s, J. L., and
T. F. Inman (2021). Based on he s udy conduc ed by Sup ayogi, M. N. e al., he p ima y ac o conside ed in "Teaching and Teache
Educa ion" was he g owing di e si y o s uden needs ha equi e app op ia e ins uc ional s a egies. A s a egic solu ion is he
p o ision o ac i i ies o ins uc ions ele an o hei skills and po en ial h ough DI, albei challenging. Conside ably, i appea s
o be di icul no only on he pa o he lea ne s bu mo e on he pa o he eache s hus, hey need o be u he in ol ed in complex
eaching a iables such as eache s' DI sel -e icacy, eaching belie s, eaching expe ience, p o essional de elopmen ,
eache ce i ica ion, and class oom size (Sup ayogi, M. N., Valcke, M., & Godwin, R.,
2017).
A speci ic lea ning model o me hod can help eache s de elop he analy ical hinking skills o he lea ne s. While he e is no
one size i s all eaching s a egy, he e a e pedagogy models ha may imp o e he hinking skills o lea ne s, mos especially when he
eache assesses hei indi idual needs (Sa ika, 2018).
Now, acco ding o Ca ol Tomlinson (2003), a on unne in he ield o di e en ia ed lea ning and p o esso o educa ional
leade ship, policy, and ounda ions a he Uni e si y o Vi ginia, eache s can di e en ia e ins uc ion h ough ou ways: 1) con en , 2)
p ocess, 3) p oduc , and 4) a ec /lea ning en i onmen .
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RESEARCH LITERATURE
Teaching p ac ice o add ess hei cons an ly inc easing lea ning demands. One o he bes emedies o enhance and modi y ou
lea ning p ac ices is Di e en ia ed Ins uc ion (DI). I is a popula and p ac ice-p o en app oach ailo ed o e icien ly mee he di e se
and dis inc i e needs o lea ne s (Coube gs, S uy en, Van hou nou ; e al., 2017). I also p omo es inclusi e educa ion and aims o
suppo academic lea ning and os e he social and emo ional de elopmen o he s uden s. This u he means ha s uden s can lea n
and acqui e con en and compe encies using a ied esou ces and s a egies, allowing hem o demons a e knowledge, alues, and skills
based on hei unique needs and p e e ences.
The e ec i eness o DI is equen ly linked o he bes lea ning ou comes in e ms o academic pe o mance and achie emen
because i can be desc ibed as a collec ion o ins uc ional s a egies ha enable eache s o ensu e ha all s uden s, ega dless o hei
cha ac e is ics, ha e posi i e and success ul lea ning si ua ions (Lo eman, 2017). Un il now, howe e , he e a e s ill a ying de ini ions
s udies on he e ec s o DI and mo i a ing esea ch in o se e al DI amewo ks (Jennek e al., 2019; Lindne and Schwab, 2020).
Deunk e al. (2018) conduc ed a me a-analysis o examine he e ec s o DI e ealed ha DI gene ally has a bene icial impac
on he pupils' academic achie emen s (Deunk e al., 2018). Howe e , no meaning ul o e all e ec was indings o a me a-analysis by
S eenbe gen-Hu e al. (2016) indica ed ha he e me hods we e used. A pa allel s udy by Nusse and Geh e (2020) showed posi i e cu en
DI li e a u e and esea ch and buil on exis ing wo ks by gi ing eache s
A s udy by Jennek, G onos aj, and Vock (2019) e ealed ha , on a e age, he o e all use o DI does no di e signi ican ly
be ween school acks. E en wi h a deepe look in o he pa icula single implemen ed DI p ac ices, like ie ed assignmen s and lea ning
aids, he au ho s ound no e iden a iances among he
inalized by ca ego izing hings o people; hus, some esea che s call i ca ego iza ion. Subsequen ly, cohe en hough s can be de i ed
by o ganizing he pe cep ion o an indi idual s uden .
In 2018, Pa sons e al. s a ed ha adap ing Di e en ia ed Ins uc ion is " he co ne s one o e ec i e ins uc ion" and " he gold
s anda d eache s should s i e
Ano he s udy by Moosa and Sha ee a (2019) e ealed a link be ween he eache s' knowledge o DI and i s implemen a ion; and be ween
he eache s' sense o e icacy and DI implemen a ion. Based on he eg ession analysis o hei s udy, he eache s' expe ise as acili a o s
a ec ed he applica ion o DI because hey s ee he low o he eaching and lea ning p ocesses ha can encou age s uden s o become
achie e s. Consequen ly, hei ole has a subs an ial impac on he gene al pe o mance o he s uden s.
Based on he s udy conduc ed by Sup ayogi, M. N. e al., he p ima y ac o conside ed in "Teaching and Teache Educa ion"
was he g owing di e si y o s uden needs ha equi e app op ia e ins uc ional s a egies. A s a egic solu ion is he p o ision o
ac i i ies o ins uc ions ele an o hei skills and po en ial h ough DI, albei challenging. Conside ably, i appea s o be di icul
no only on he pa o he lea ne s bu mo e on he pa o he eache s hus, hey need o be u he in ol ed in complex eaching a iables
such as eache s' DI sel - e icacy, (S eenbe gen-Hu e al., 2016;
Deunk e al., 2018; Smale-Jacobse
e al., 2019)
Explo ing how inclusion a ec s s uden s' academic esul s is jus one goal o de elopmen has been highligh ed in policy
discussions (Zu b iggen e al., 2018).
S uden s' well-being, social inclusion, and academic sel -concep a e h ee c i ical s uden ou come ac o s ho oughly
in es iga ed in esea ch and li e a u e (DeV ies e al., 2018; Vene z e al., 2019). These h ee s uden ou come a iables ha e been
obse ed o a long ime now because o hei ela ionship o s uden s’ academic lea ning and pe o mance, including hei o e all
sa is ac ion and de elopmen (Schwab e al., 2020). Fu he mo e, assessing s uden s’ subjec i e wel a e, socie al inclusion, and academic
sel -concep a e a iables ha can e lec educa ional quali y (Guillemo and Hessels, 2021).
The quan i a i e s udy by Alnahdi e al. (2021) e ealed ha he pe cep ion he s uden s’ non-academic ou comes (Alnahdi e al., 2021).
A mo e ecen s udy In No h Rhine-Wes phalia, Ge many, child en om 872 p ima y schools and 47 inclusi e g oups e alua ed he
equency o usage o inclusi e ins uc ional s a egies by hei eache s. The esul s based on he da a ga he ed showed high use o
me hods o mee ing he needs o s uden s wi h special educa ional needs (SEN) (K. T. Lindne , G. H. Alnahdi, S. Wahl, and S. Schwab,
2019).
The esea ch s udy o Angela Mae S. Cas o (2020) e ealed ha he de eloped wis e games o gami ica ion in eaching
A aling Panlipunan is mo e e ec i e han he adi ional lec u e me hod. On a simila no e, Veny Rose Ga cia- Acojido (2021) published
a jou nal abou he Me i s and Deme i s o AP Teache s in Using Ins uc ional Resou ces. The jou nal ci ed ha he me i s and deme i s
e e be a e he s eng hs and weaknesses o AP eache s in eaching he subjec . An a icle by Oka Agus Ku niawan Sha ab (2018)
disclosed ha gami ica ion is a success ul echnique o educa ing lea ne s in his o y classes. I emphasizes how gami ica ion is used as
a lea ning me hod o cap u e he s uden s' in e es . Fu he mo e, Po enciano Con e J . (2017) ci ed
ha using games as a
Acco ding o Rachma Hasibuan and Nu Ika Sa i Rakhmawa i (2017), de eloping new lea ning s a egies like he wis e game
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is essen ial o imp o e a child's lea ning abili y. Mi an Sakha o (2019) also e ealed ha didac ic games a e duly endo sed lea ning
s a egies o his o y classes. Simila ly, Polona Jančič (Facul y o Educa ion, Uni e si y o Ma ibo , Ma ibo , Slo enia) and Vlas a Hus
(Facul y o Educa ion, Uni e si y o Ma ibo , Ma ibo , Slo enia) (2018) disco e ed ha s uden s a e en husias ic abou game-based
lea ning in AP. Un o una ely, he a icle also showed ha AP eache s seldom use his me hod and p e e adi ional lea ning p ac ices,
al hough s uden s ba ely pa icipa e in he discussion due o a lack o in e es . In conclusion, lea ning imp o es lea ne s’ ou pu s and
academic accomplishmen s (Qudsyi, 2017); he e o e, AP eache s a e encou aged o ge ou o hei com o zones o make he Wo ld
His o y lea ning en i onmen ascina ing and li ely o win he ac i e pa icipa ion o s uden s ha will ul ima ely lead o hei enhanced
lea ning and skills de elopmen .
S udies show ha o e lea ne s a e limi ed in hei analy ical hinking, p o ound insigh , c ea i i y, and p oblem-sol ing skills
(Madden e al., 2017).
guidelines o he slow eopening o in-pe son classes i e days a week and he s eady ansi ion o s anda d ope a ional capaci y du ing
he pandemic. DepEd de ines in-pe son classes as conduc ed h ough ins uc ional in e ac ion ha occu s physically and in eal- ime
be ween eache s and s uden s in he ac ual class oom se ing. The Depa men o Educa ion allowed schools o use blended dis ance
lea ning o he opening o classes in Augus 2022. Howe e , all p i a e and public schools mus conduc i e-day-a-week in-pe son-
classes in No embe o he same yea , excep hose unde he Al e na i e Deli e y Modes (Depa men o Educa ion O de No. 34,
Sec ion 2022).
In a s udy conduc ed by Delgado, e . al (2022), e en hough online lea ning pla o ms se e as an al e na i e o in-pe son classes,
s uden s o all ages and he educa ional sys em aced challenges in adap ing o new and inno a i e ways o
Lewis (2021) ci ed ha he absence o in-pe son classes, dis ance lea ning, and ins uc ion b ings social isola ion. Child en lose he
oppo uni y o de elop hei social skills and collabo a e wi h o he s, hus has a de imen al e ec on hei capaci y o lea n and e ain
in o ma ion. Absen eeism has also become a c ucial p oblem
du ing
dis ance
lea ning,
whe e
s uden s
canno
con o m
o
he
equi emen s and asks needed o accomplish as opposed o hose a ending in- pe son classes. The Ame ican Academy o Pedia ics
(AAP) e ealed pe sis en absen eeism was mo e common in s uden s who pa icipa ed in emo e dis ance lea ning.
In a s udy conduc ed by Fuzéki, e . al. (2022), in-pe son classes canno be eplaced by online exe cise classes ha a e
inadequa e. While online educa ion p o ides no isk in e ms o heal h and sa e y du ing he pandemic and is a eadily accessible mode,
i s appeal is e y di e en and es ic ed o some g oups o people. The lack o social in e ac ion and guidance om he men o s,
including hei eache s, wo sened he si ua ion. In addi ion, he mo i a ion on he pa o he s uden s is no high compa ed o hose who
a end in-pe son classes. Indeed, mo e e o s a e necessa y du ing he pandemic o keep in-pe son classes accessible and sa e o
e e yone.
Educa ional o e s, is c i ical because eache s play a signi ican ole in he de elopmen o educa ional con ex s (Dec is an e al., 2017;
Pi - en Ca e e al., 2018). Teache s a e ine i ably aced wi h he p o essional manda e o ins iga e ap ly modi ied eaching p ac ices ha
a e sui able o hei s uden ’s needs, gi en ha a he e ogeneous class composi ion se es as he pedagogical wo k base o eaching and
lea ning p ocesses (Vaughn e al., 2007b; Pozas e al., 2020; Kä ne e al., 2021).
Di e se s uden cha ac e is ics and educa ional equisi es call o p ope didac ic esponses ha p o ide lea ning o e e y
s uden while being ee o exclusion and disc imina ion (McMu ay and Thompson, 2016; Pe e sen, 2016;
Ainscow and Messiou, 2018). F om his pe spec i e, inclusi e eaching s a egies a e equen ly discussed as a didac ic app oach o
p e en ing lea ning ba ie s o s uden s who a e p edisposed o expe iencing disad an ages in educa ional si ua ions as a esul o
pe sonal ai s like a diagnosis o ha ing special educa ion needs (SEN) (Lindne and Schwab, 2020; Schwab e al., 2020; UNESCO,
2020).
SYNTHESIS OF REVIEW OF RELATED LITERATURE
The e iewed concep ual li e a u e es ablishes Di e en ia ed Ins uc ion (DI) as a eaching amewo k g ounded in heo ies o
lea ne di e si y and inclusi i y. Au ho s such as Tomlinson and Lo eman emphasized ha DI allows eache s o add ess a ied lea ning
needs by modi ying con en , p ocess, p oduc , and lea ning en i onmen . Simila ly, heo ies o pe cep ion and cogni ion highligh how
s uden s o ganize, in e p e , and espond o ins uc ional s imuli, suppo ing he a ionale o adap ing ins uc ion o indi idual
di e ences. These concep ual ounda ions p o ide he heo e ical basis o unde s anding DI as bo h an inclusi e and e ec i e
pedagogical app oach.
The e iewed esea ch li e a u e, bo h o eign and local, p o ides empi ical e idence on he applica ion and e ec s o DI.
In e na ional s udies (Deunk e al., 2018; Nusse & Geh e , 2020; Pozas & Schneide , 2019) gene ally e eal posi i e ou comes o DI on
s uden lea ning, mo i a ion, and class oom engagemen , al hough indings a y depending on con ex and implemen a ion s a egies.
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Local s udies, such as hose by Cas o (2020) and Delgado e al. (2022), a i m simila esul s in he Philippine se ing, demons a ing
DI’s po en ial o imp o e lea ne s’ academic pe o mance and c i ical hinking skills. Despi e hese indings, some esea ch sugges s
mixed esul s when DI is ope a ionalized only h ough g ouping me hods, indica ing ha DI’s e ec i eness depends hea ily on he
quali y o planning and execu ion.
Taken oge he , he concep ual and esea ch li e a u e collec i ely suppo he ole o DI in add essing di e se lea ne needs
and imp o ing educa ional ou comes. Howe e , while i s gene al e ec i eness is well es ablished, he e is limi ed explo a ion o i s
applica ion in speci ic subjec a eas such as Wo ld His o y wi hin he Philippine in-pe son class oom con ex . This gap highligh s he
ele ance o he p esen s udy, which aims o in es iga e he use o Di e en ia ed Ins uc ional Ma e ials in eaching Wo ld His o y o
G ade 8 lea ne s. By ocusing on his unde explo ed a ea, he s udy in ends o con ibu e o he g owing body o knowledge on DI and
o e p ac ical insigh s o enhancing class oom ins uc ion.
CHAPTER 2 METHODS
Resea ch Design
Because he P e- es and Pos - es sco es we e s udied be o e and a e he expe imen al manipula ion, his esea ch s udy used a quasi-
expe imen al esea ch design. In his s udy, esponden s we e subjec ed o expe imen al manipula ion in he Use o Di e en ia ed
Ma e ials in AP 8. Take no e ha he e m
"quasi-expe imen al" simply means ha he esponden s we e no assigned a andom. Fu he mo e, he quasi-expe imen al esea ch
design, as de ined by Cook and Campbell (1979) and men ioned by Jhangiani e al. (2019), esembles a ype o expe imen al esea ch
bu is no ue expe imen al esea ch because i lacks he andom assignmen o he subjec o s udy, which is a ea u e o ue
expe imen al esea ch. The manipula ion o he independen a iables comes be o e he manipula ion o he dependen a iables in his
design (Jhangiani e al., 2019). In e ms o in e nal alidi y, a quasi-expe imen al esea ch design alls somewhe e be ween an
obse a ional o non-expe imen al design, such as a desc ip i e o co ela ional design, and a ue expe imen al design. I is he mos
applicable and app op ia e in he con ex o his s udy because andom assignmen among subjec s is impossible because he subjec s a e
al eady classi ied in o sec ions. These a e non- andom condi ions o which subjec s ha e al eady been assigned (Cook and Campbell,
1979).
In his s udy, he e hical conside a ion o andomly assigning subjec s o expe imen al and compa ison g oups posed a challenge.
The di icul y o andomizing he subjec s b ough on by he cu en pandemic compelled he esea che o use his design. Fu he mo e,
quasi-expe imen al esea ch designsa e equen ly used o de e mine and in es iga e he e icacy o a ea men , suchas an educa ional
in e en ion (Jhangiani e al., 2019).
Fu he mo e, his s udy used a One-G oup P e es -Pos es Design. I is a ype o quasi-expe imen in which he esponses we e measu ed
wice: once
be o e and once a e a non- andom g oup o pa icipan s is exposed o a speci ic in e en ion/ ea men .
The goal was o assess he impac o he in e en ion, which could be a aining p og am o a policy, o a cu iculum shi . This
is a quasi-expe imen al esea ch design in which only one g oup o pa icipan s will ecei e he p e- es , ea men (educa ional
in e en ion), and pos - es . I is impo an o no e ha he one-g oup p e es -pos es design has hese h ee majo cha ac e is ics:
1. The g oup o esponden s who ecei e he in e en ion is chosen a andom, making i a quasi-expe imen al design.
2. The lack o a con ol g oup agains which o compa e he ou come, and
3. The in e en ion's e ec i eness is de e mined by compa ing p e-and pos - in e en ion measu emen s.
The s udy's me hodology included da a collec ion and analysis. The quan i a i e da a we e de i ed om he subjec s' esponses o he
su ey ques ionnai e, as well as hei p e- es and pos - es sco es in Wo ld His o y (AP 8) du ing he Second Qua e pe iod. To d aw
conclusions and ecommenda ions o he s udy, da a we e encoded, abula ed, analyzed, and in e p e ed.
Responden s and Sampling
The esponden s we e 160 G ade 8 lea ne s pu posi ely selec ed om se en sec ions handled by he esea che . Sample size
de e mina ion was based on Raoso calcula ions. Below is he able showing he dis ibu ion o he esponden s.
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po en ial
ins uc ional
s a egies
used
o
handle
he
wide
ange
o
s uden di e ences a e necessa y due o se e al in insic
limi a ions on i s e icien applica ion. Pozas and Schneide (2019) o e ed a axonomy o DI p ac ices o close he gap be ween
educa ional heo y and common ins uc ional p ac ice. I is ancho ed wi hin he cu en DI li e a u e and esea ch and buil on exis ing
wo ks by gi ing eache s help ul and speci ic guidance on planning and di e en ia ing hei ins uc ion o esol e class oom di e si y.
Based on he s udy conduc ed by Sup ayogi, M. N. e al., he p ima y ac o conside ed in "Teaching and Teache Educa ion"
was he g owing di e si y o s uden needs ha equi e app op ia e ins uc ional s a egies. I appea s o be di icul no only on he pa
o he lea ne s bu mo e on he pa o he eache s hus, hey need o be u he in ol ed in complex eaching a iables such as eache s'
DI sel -e icacy, eaching belie s, eaching expe ience, p o essional de elopmen , eache ce i ica ion, and class oom size (Sup ayogi,
M. N., Valcke, M., & Godwin, R., 2017).
3. Wha a e he Pos - es Sco es o he G ade 8 esponden s in Wo ld His o y (AP 8) du ing he Second Qua e pe iod a e being
exposed o he use o DIMs?
Table 8. Dis ibu ion o Responden s’ Pos - es Sco es in Wo ld His o y (AP 8) du ing he Second Qua e Pe iod A e Being
Exposed o he Use o DIMs
Sco e
Pos - es
Sco es in AP8
Ve bal In e p e a ion
%
21 – 25
66
41.25
Ou s anding
16 – 20
62
38.75
Ve y Sa is ac o ily
11 – 15
32
20.00
Sa is ac o ily
6 – 10
-
-
Fai ly Sa is ac o ily
0 – 5
To al
-
160
-
100
Did no mee expec a ions
- equency
% - Pe cen
Table 7 signi ies he pos - es sco es o esponden s in Wo ld His o y (AP 8) du ing he second qua e pe iod a e being exposed o he
use o DIMs. The in o ma ion abo e e eals ha 41.25% o he esponden s ha e an ou s anding unde s anding o he subjec , 38.75%
a e e y sa is ac o y, and 20% wi h sa is ac o y esul s. Mos impo an ly, he da a shows ha all esponden s me he expec a ions o
AP 8. In conclusion, he e is a huge imp o emen in he pos - es sco es o he esponden s a e being exposed o he use o di e en ia ed
ins uc ional ma e ials (DIMs).
Teache s use p o en lea ning me hods such as he Con ex ualized Teaching and Lea ning (CTL) App oach and he De eloped
Twis e Game o Gami ica ion o add ess he challenges in eaching AP 8, pa icula ly he lack o s uden s’ in e es .
The CTL App oach can s eng hen he links be ween he lea ning en i onmen and he communi y. Localiza ion links he
lea ning con en speci ied in he cu iculum o he local in o ma ion and ma e ials a ailable in he lea ne s’ communi y while
indigeniza ion enhances lea ning compe encies wi h he biogeog aphical, his o ical, and sociocul u al con ex o he lea ne ’s
communi y (Nuqui, 2017). The ac is, many s uden s lea n be e and ecollec in o ma ion longe when concep s a e augh in con ex .
I also makes lea ning in school ele an and en iching.
Gami ica ion in eaching A aling Panlipunan 8 is a powe ul ool o inc ease he le el o a en i eness o s uden s. Simula ing
he game ins uc ions aids s uden s o pa icipa e mo e and abso b he lesson wi h ease, p ima ily because hey a e lea ning while
enjoying i .
The esea ch s udy o Angela Mae S. Cas o (2020) e ealed ha he de eloped wis e games o gami ica ion in eaching
A aling Panlipunan is mo e e ec i e han he adi ional lec u e me hod. On a simila no e, Veny Rose Ga cia- Acojido (2021) published
a jou nal abou he Me i s and Deme i s o AP Teache s in Using Ins uc ional Resou ces.
An a icle by Oka Agus Ku niawan Sha ab (2018) disclosed ha gami ica ion is a success ul echnique o educa ing lea ne s
in his o y classes. I emphasizes how gami ica ion is used as a lea ning me hod o cap u e he s uden s' in e es . Fu he mo e, Po enciano
Con e J . (2017) ci ed ha using games as a lea ning ool is highly accep able. I showed ha de eloped wis e games inc ease he
ocabula y o s uden s.
Acco ding o Rachma Hasibuan and Nu Ika Sa i Rakhmawa i (2017), de eloping new lea ning s a egies like he wis e game
is essen ial o imp o e a child's lea ning abili y. Mi an Sakha o (2019) also e ealed ha didac ic games a e duly endo sed lea ning
s a egies o his o y classes. Simila ly, Polona Jančič (Facul y o Educa ion, Uni e si y o Ma ibo , Ma ibo , Slo enia) and Vlas a Hus
(Facul y o Educa ion, Uni e si y o Ma ibo , Ma ibo , Slo enia) (2018) disco e ed ha s uden s a e en husias ic abou game-based
lea ning in AP.
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4. Is he e a signi ican di e ence be ween he p e- es and pos - es sco es o G ade 8 esponden s du ing he Second Qua e pe iod
be o e and a e being exposed o he use o DIMs?
Table 9. Dis ibu ion o Responden s’ P e and Pos - es Sco es in Wo ld His o y (AP 8) du ing he Second Qua e Pe iod Be o e
and A e Being Exposed o he Use o DIMs
Table 9 illus a es he p e- es and pos - es sco es in Wo ld His o y (AP 8) o he esponden s du ing he second qua e pe iod be o e
and a e he in e en ion o DIMs. The compa a i e da a abo e clea ly shows a huge di e ence be ween he p e- es and pos - es sco es
o he esponden s, indica ing no able p og ess in hei lea ning ap i ude a e being exposed o DIMs. I means ha he highly
encou aging imp o emen o he esponden s' sco es alida es DIMs as e ec i e lea ning ins umen s ha mo i a e s uden s and inspi e
ac i e pa icipa ion in classes esul ing in enhanced lea ning and skills de elopmen .
Di e en ia ed Ins uc ion (DI) is a popula and p ac ice-p o en app oach ailo ed o e icien ly mee he di e se and dis inc i e
needs o lea ne s (Coube gs, S uy en, Van hou nou ; e al., 2017). I also p omo es inclusi e educa ion and aims o suppo academic
lea ning and os e he social and emo ional de elopmen o he s uden s. This u he means ha s uden s can lea n and acqui e con en
and compe encies using a ied esou ces and s a egies, allowing hem o demons a e knowledge, alues, and skills based on hei unique
needs and p e e encesThe e ec i eness o DI is equen ly linked o he bes lea ning ou comes in e ms o academic pe o mance and
achie emen because i can be desc ibed as a collec ion o ins uc ional s a egies ha enable eache s o ensu e ha all s uden s,
ega dless o hei cha ac e is ics, ha e posi i e and success ul lea ning si ua ions (Lo eman, 2017).
Ho: The e is no signi ican di e ence be ween he p e- es and pos - es sco es in Wo ld His o y (AP 8) among G ade 8 esponden s
du ing he second qua e pe iod.
Table 10. Tes o Di e ence Be ween he Responden s’ P e-Tes and Pos -Tes Sco es in AP8 du ing he Second Qua e
Pe iod Be o e and A e Being Exposed o he Use o DIMs
The esul s om he p e- es (M=10.00, SD=3.33) and pos - es (M=19.23, SD=3.58) sco es in AP 8 be o e and a e being
exposed o he use o Di e en ia ed Ins uc ional Ma e ials (DIMs) show a ema kable inc ease in he sco es ob ained by he esponden s.
This di e ence is signi ican because he null hypo hesis is ejec ed, -s a s (d =159) = -68.11 > -c = +/- 1.98, and p- alue (0.00)
< 0.05. Hence, we conclude ha he esponden s' exposu e o DIMs esul ed in a conside able imp o emen in hei pos - es sco es in
Wo ld His o y (AP 8).
Deunk e al. (2018) conduc ed a me a-analysis o examine he e ec s o DI on he cogni i e abili ies o p ima y kids. The
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analysis o 21 s udies e ealed ha DI gene ally has a bene icial impac on he pupils' academic achie emen s (Deunk e al., 2018). A
pa allel s udy by Nusse and Geh e (2020) showed posi i e p og ess in he Ge man eading compe ence o seconda y s uden s.
A p e ious esea ch s udy by Kulakow (2020) showed ha s uden s ollowing a compe ency-based DI lea ning me hod
displayed highe le els o academic sel -concep han s uden s engaged wi h he adi ional lea ning me hod. Simila ly, M.S. Al-Sheh i
(2020) in es iga ed he e ec o DI on he c i ical hinking ap i ude o g ade six s uden s, and e idence showed ha an ins uc ional
p og am based on DI gene a ed a much be e pe o mance o he s uden s in e ms o hei c i ical hinking skills.
In 2018, Pa sons e al. s a ed ha adap ing Di e en ia ed Ins uc ion is " he co ne s one o e ec i e ins uc ion" and " he gold
s anda d eache s should s i e o ."
5. Is he e a signi ican ela ionship be ween he pe cep ion o G ade 8 Lea ne s in he Use o Di e en ia ed Ins uc ional
Ma e ials (DIMs) h ough i s ou key elemen s: Con en , P ocess, P oduc and A ec /En i onmen and hei Pos - es Sco es in Wo ld
His o y (AP 8) o he Second Qua e Pe iod?
Ho: Tha he e is no signi ican ela ionship be ween he Pe cep ion o G ade 8 Lea ne s in he Use o Di e en ia ed Ins uc ional
Ma e ials (DIMs) h ough i s ou key elemen s: Con en , P ocess, P oduc and A ec /En i onmen and hei Pos - es Sco es in Wo ld
His o y (AP 8) o he Second Qua e Pe iod.
Table 11. Pe cei ed Use o Di e en ia ed Ins uc ional Ma e ials and I s Rela ionship o he Fou Key Elemen s o
Di e en ia ed Ins uc ion: Con en , P ocess, P oduc , and A ec /En i onmen
Table 11 exhibi s he ela ionship be ween he pe cep ion o G ade 8 lea ne s in he use o di e en ia ed ins uc ional ma e ials (DIMs)
h ough i s ou key elemen s: Con en , P ocess, P oduc , and A ec /Lea ning En i onmen , and hei pos - es sco es in Wo ld His o y
(AP 8) o he second qua e pe iod. The ele an compu a ion using Pea son esul ed in a e y s ong posi i e co ela ion be ween he
pe cep ion o s uden s and hei co esponding pos - es sco es. In conclusion, he e is a signi ican ela ionship be ween he pe cep ion
o G ade 8 lea ne s in he use o di e en ia ed ins uc ional ma e ials (DIMs) as o con en , p ocess, p oduc , a ec /en i onmen and he
ob ained pos - es sco es. The e o e, he highe he le el o pe cep ion, he highe he co ela ion.
“Pe cep ion is he p ocess o o ganizing, iden i ying, and in e p e ing senso y da a o ep esen and unde s and he in o ma ion
o en i onmen p esen ed” (Schac e , 2011). The e a e h ee s ages o pe cep ion, acco ding o Qiong (2017): selec ion, o ganiza ion,
and in e p e a ion.
S uden s' well-being, social inclusion, and academic sel -concep o sel - pe cep ion a e h ee c i ical s uden ou come ac o s
ho oughly in es iga ed in esea ch and li e a u e (DeV ies e al., 2018; Vene z e al., 2019).
The quan i a i e s udy by Alnahdi e al. (2021) e ealed ha he pe cep ion o
s uden s
ega ding hei
eache s’ use o
DI
s ongly
p edic ed
s uden s pe cei ed emo ional and social inclusion as well as hei academic sel -concep . These indings showcase he
co ela ion be ween he implemen a ion o DI and he s uden s’ non-academic ou comes (Alnahdi e al., 2021).
CHAPTER 4 DISCUSSION
Summa y
The s udy ocused on he use o Di e en ia ed Ins uc ional Ma e ials (DIMs) o Wo ld His o y (AP 8) s uden s in G ade 8 a Col. Lau o
D. Dizon Memo ial In eg a ed High School du ing he academic yea 2022-2023.
Speci ically, he s udy sough o answe he ollowing ques ions: 1) Wha is he pe cep ion o he G ade 8 esponden s in he use
o Di e en ia ed Ins uc ional Ma e ials (DIMs) as o: Con en , P ocess, P oduc , A ec / En i onmen 2) Wha a e he P e- es Sco es
o he G ade 8 esponden s in Wo ld His o y (AP 8) du ing he Second Qua e pe iod be o e being exposed o he use o DIMs? 3) Wha
a e he Pos - es Sco es o he G ade 8 esponden s in Wo ld His o y (AP 8) du ing he Second Qua e pe iod a e being exposed o he
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use o DIMs?
4) Is he e a signi ican di e ence be ween he p e- es and pos - es sco es o G ade 8 esponden s du ing he Second
Qua e pe iod be o e and a e being exposed o he use o DIMs? 5) Is he e a signi ican ela ionship be ween he pe cep ion o G ade
8 Lea ne s in he Use o di e en ia ed ins uc ional ma e ials (DIMs) h ough i s ou key elemen s: Con en , P ocess, P oduc and
A ec /En i onmen and hei Pos - es Sco es in Wo ld His o y (AP 8) o he Second Qua e Pe iod?
F om he in e en ial p oblems s a ed, he ollowing null hypo heses we e o mula ed:
• The e is no signi ican di e ence in he p e- es and pos - es sco es o he esponden s be o e and a e being exposed o
di e en ia ed ins uc ional ma e ials h ough i s ou key elemen s Con en , P ocess, P oduc , and A ec /En i onmen .
• The e is no signi ican ela ionship be ween he pe cep ion o G ade 8 Lea ne s in he use o di e en ia ed ins uc ional ma e ials
(DIMs) h ough i s ou key elemen s: Con en , P ocess, P oduc , and A ec /En i onmen and hei pos - es sco es in Wo ld
His o y (AP 8) o he second qua e pe iod.
This s udy u ilized he p e- es /pos - es g oup design in ol ing he same g oup o esponden s be o e and a e being exposed
o he use o DIMs. The esponden s we e composed o 160 s uden s ha ha e been aken om he G ade eigh le el. Valida ed p e- es
and pos - es sco es we e he main ins umen s in he s udy.
The ollowing a e he salien indings o he s udy:
1. Du ing he p e- es when s uden s we e no exposed o DIMs, almos hal (46.87%) o hem ob ained a ai e bal in e p e a ion o
he subjec , while 39.38% go sa is ac o y sco es. On he o he hand, 3.75% sco ed e y sa is ac o ily bu 10% did no mee
expec a ions. Un o una ely, no one (0%) ob ained an ou s anding sco e.
2. The pos - es whe ein s uden s we e exposed o DIMs showed ha 41.25% ob ained an ou s anding e bal in e p e a ion o Wo ld
His o y (AP 8), 38.75% sco ed e y sa is ac o y, and 20% wi h sa is ac o y esul s. Imp essi ely, all esponden s me he
expec a ions o he subjec a his poin .
3. The compa a i e da a be ween he p e- es and pos - es , be o e and a e s uden s we e exposed o DIMs showed ha he e is a
signi ican di e ence in he ob ained sco es showing a ema kable imp o emen subsequen ly.
4. This di e ence is signi ican because he null hypo hesis is ejec ed, he e o e, he use o DIMs esul ed in a ema kable imp o emen
in he sco es o he esponden s in Wo ld His o y (AP 8).
5. The e is a e y s ong posi i e co ela ion be ween he ou key elemen s and a signi ican ela ionship be ween he pe cep ion o
G ade 8 lea ne s in he use o di e en ia ed ins uc ional ma e ials (DIMs) as o con en , p ocess, p oduc , and a ec /lea ning
en i onmen is-à- is he ob ained pos - es sco es.
CONCLUSIONS
Based on he indings o he s udy, he ollowing conclusions a e d awn:
1. The p e- es esul s ob ained by he esponden s equi ed imp o emen since 10% did no mee expec a ions and he majo i y me ely
sco ed ai ly. P ope in e en ion and assis ance mus be immedia ely ex ended o expand hei e bal in e p e a ion skills.
2. The pos - es esul s showed ema kable p og ess as almos hal o he esponden s go an ou s anding sco e while e e yone me
he expec a ions in Wo ld His o y (AP 8) hence, i can be assumed ha he exposu e o he s uden s o he use o DIMs e ec i ely
esol ed he de iciencies o lea ning gaps du ing he p e- es .
3. The signi ican di e ence be ween he p e- es and pos - es esul s showing ema kable p og ess subsequen ly, implies he i al
need o ins uc o s o use DIMs in eaching Wo ld His o y (AP 8) o G ade 8 s uden s du ing in-pe son classes.
4. The ejec ion o he null hypo hesis unde sco es he key ole o DIMs in helping s uden s maximize hei e bal in e p e a ion and
lea ning abili ies.
5. The e y s ong posi i e co ela ion and signi ican ela ionship be ween he pe cep ion o G ade 8 s uden s is-à- is he esul o
hei pos - es , signi ies ha he highe he le el o pe cep ion, he highe he co ela ion.
RECOMMENDATIONS
Based on he indings and conclusions o he s udy, he ollowing a e ecommended:
1) Since i was ound ou ha he e was a signi ican di e ence be ween he p e- es and pos - es sco es o he esponden s, he
use o DIMs should be employed o he lea ne s all- h oughou he school yea o con inuously help imp o e he pe o mance
o hei lea ne s.
2) The s udy p o ides posi i e ou comes on he use o Di e en ia ed Ins uc ional Ma e ials (DIMs) h ough con en , p ocess,
p oduc , a ec /en i onmen in assis ing and mo i a ing G ade 8 s uden s o lea n Wo ld His o y (AP 8) e ec i ely, eache s
may s ongly conside i s use immedia ely.
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3) P ope implemen a ion and u iliza ion o he es ablished Di e en ia ed Ins uc ional Ma e ials (DIMs) in Wo ld His o y (AP
8) o G ade 8 s uden s a Col. Lau o D. Dizon Memo ial In eg a ed High School du ing in-pe son classes as supplemen a y
lea ning ma e ials o he exis ing modules h ough he ollowing s eps:
S ep 1: Es ablishmen , endo semen , and app o al o he ma e ials;
S ep 2: P og ess acking and e alua ion o he esul -based ou comes and assessmen o i s impac on he lea ne s’ e bal
in e p e a ion and lea ning skills imp o emen ;
S ep 3: Re isi , e iew, and e ision o he lea ning ma e ial a e h ee (3) yea s as necessa y, o adap o he dynamics and
con empo a y needs o he subjec ma e ;
4) In eg a ion o he ma e ials and imposi ion o Con inuing Quali y Imp o emen (CQI) in he eaching-lea ning landscape
h ough In-Se iceT aining (INSET), semina wo kshops, and o he Con inuing De elopmen P og ams (CDP) among
eache s.
5) Pa allel s udies mus be conside ed and conduc ed o he use o DIMs as supplemen a y lea ning ma e ial in eaching o he
subjec s ac oss all g ade le els o in-pe son o ace- o- ace classes.
DEDICATION
This hesis manusc ip is he ui o coun less and labo ious sac i ices. I hea ily and p oudly dedica e his wo k o he people who se ed
as an inspi a ion. F om my G anny, Papa, Mama Susie in hea en, Ninang Rhidz, sis e e s, b o he s, nephews, nieces, o my classma es,
ci cle o iends and colleagues and supe io s especially my s uden s who ex ended hei help, guidance, and assis ance, in any manne ,
in he mids o challenges while doing his p ojec . I am uly hank ul o ha ing all o you in my li e.
I also dedica e his s udy o my second home, Col. Lau o D. Dizon MIHS, and o my o e e and belo ed ins i u ion- Paman asan ng
Lungsod ng San Pablo.
Abo e all, ou God Almigh y, who showe ed us wi h His blessings in ou e e yday li es, especially o he s eng h, cou age, pa ience,
wisdom, ime, and guidance in he ealiza ion o his esea ch s udy.
ACKNOWLEDGMENT
Pe se e ance, inspi a ion, and mo i a ion ha e always played a key ole in he success o my endea o . I was indeed a di icul jou ney,
bu I am so hank ul, g a e ul, and blessed o ha e so many lo ing and suppo i e people oo ing o my success.
I would like o exp ess my hea el app ecia ion o e e yone who helped in any manne , and sha ed e o , and knowledge o my hesis
de ense jou ney.
Fi s , my lo ing amily (my inspi a ion in pu suing my MA), o hei mo al encou agemen , inancial assis ance, as well as hei spi i ual
suppo in e e y pa h I ake…To my e e -lo ing Inay (G anny), Papa, Ninong Odi, mga sis e e s, b o he s, nieces and nephews, and my
dea Ninang Ridz and Ti a Yeng.
My since es hanks go o D . Sig edo C. Adaja , my Thesis Ad ise (and o me PolSci S uden in Resea ch), o his unwa e ing
suppo , pa ience, mo i a ion, and immense knowledge.
I would like o gi e my genuine g a e ulness o he panelis : PLSP P esiden and my Thesis Ad ise , D . Sig edo C. Adaja , my Subjec
Specialis - D . Ma c Les e F. Quin ana, my Language Specialis (and HT in AP) - D . Elme C. Escala, my S a is ician- P o .
Vladimi P. Reyes, and o ou G adua e School Dean- D . P eciosa D. Villac uel. I salu e you expe ise, ad ice, commen s, and
sugges ions which made my o al de ense easie o p esen . Wo ds a e no enough o hank you all (especially o gi ing me an A+).
To my
belo ed p o esso s (including my panel), D . Jane N. Sua e dez, D , Donny A ies C. Mal a , D . Rommel D.
Malla i, and P o . Jay Anne V. Consignado hank you all o sha ing us you wisdom.
Special hanks also o ou o me and cu en School Heads - Mam Edi ha
L. Fule and Doc Lina M. Lagu as espec i ely. Thank you also o o he School Pe sonnel who helped me ga he in o/da a o my cou se
equi emen s and hesis.
To Mam Aleli C. Juliano, Mam Sa ah S. Ja ilagon, Mam Ma i e B. Calanasan, and Mam Lyn L. Joaquin, supe big
hanks o helping me alida e my esea ch ins umen s. T uly app ecia e you ime and expe ise.
To my Dizon High iends, colleagues, and G8Chie Ad ise , Mam Rubelyn N. Ene o, my AP Familia headed by Doc Elme ,
o hei all-ou suppo , lo e, ca e, and encou agemen . Thank you o always belie ing in my po en ial.I supe lo e you all. my PLSP
iends, kapa id Mam Luz Bandian, Kumad e Mam Fepo , Mam Yena, and Si AJ.
To my dea s uden s – o being esponsible and pa icipa i e s uden s. Special hanks also o my p e-se ice eache s: Si Zeke and
Mam Ckh ys el.
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To my s ess elie e s- my u babies, P incess, Elie, Cha lie, and Tommy
– plus Sendo, Bakbak and Lucky.
To my Dea Mama Susie, his is also o you, I miss you and lo e you wi h all my hea . S ill wish ha you we e he e.
Abo e all, Jesus Ch is , ou Lo d, and Sa io , o gi ing me he wisdom, s eng h, and abili y in explo ing hings, he guidance
in su passing all he ials encoun e ed, and o gi ing me he de e mina ion o pu sue and comple e his s udy. I gi e back all he hono
and glo y o You. Ad Majo em Dei Glo iam.
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Appendix B: Ce i ica e o Con en Valida ion
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Appendix C: Resea ch E hics Clea ance Fo m
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Appendix D: Le e o he School P incipal
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Appendix E: Reques Le e as Resea ch Ins umen Valida o s
I. Su ey Ques ionnai e and II.P e/Pos Tes s
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Appendix F: In o med Consen Fo m
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Appendix I: Ins umen Valida ion o Su ey Ques ionnai e
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Appendix J: Ins umen Valida ion o P e/Pos Tes s
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Appendix L: Simila i y Repo Ce i ica e
This is o ce i y ha he s udy en i led THE USE OF DIFFERENTIATED INSTRUCTIONAL MATERIALS (DIMs) IN
TEACHING WORLD HISTORY IN IN- PERSON CLASSES OF GRADE-8 LEARNERS by RAYCO, JENNIFER A. has a
simila i y index o 15% based on he Tu ni in O iginali y Repo (quo ed ma e ial and bibliog aphy excluded).
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Appendix M: Compila ion o Di e en ia ed Ins uc ional Ma e ials -DIMS
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Appendix N: Ma ixes o S a is ical Tes s and Compu a ions
CRONBACH’S ALPHA
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T-TEST
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PEARSON-R
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CURRICULUM VITAE
