Analysis of Teacher’s Knowledge and Use of Differentiated Instruction

The study was conducted in three selected schools namely Kauswagan Central School, Bayabas Elementary School and Bonbon Elementary School. This study utilized descriptive survey design. The questionnaire was the main tool in the data gathering. The instrument was a modified instrument from the work of Rodriguez (2012). The respondents of the study were the 31 teachers in the selected elementary schools. This study applied the quota sampling techniques in treating the data gathered, percentage and frequency distribution were employed in determining the demographic profile of the teachers, weighted mean was used in determining the knowledge level and frequency of usage of instructional and management strategies for differentiated instruction, T-test and Anova (F-Test) were used to test the significant difference between the independent and dependent variable. The study yielded the following significant findings: majority of the teachers are females, in their middle adulthood. The teachers are very knowledgeable of all the instructional and management strategies for differentiated instruction. Majority of the instructional and management strategies are moderately employed by teachers. The profile of the teachers has no significant bearing on their level of knowledge and extent of practice of the instructional and management strategies for differentiated instruction. On the basis of the findings of the study, it can be inferred that the teachers are familiar with the different strategies that can be used to differentiate instruction. Strategies that are easy and quick to implement are always practiced and strategies that requires the teachers to dedicate time for planning and implementation were rarely practiced.

Keywords: Teacher’s Knowledge, Differentiated Instruction