Title: Differentiated Instruction in Strengthening Problem-Solving Competence among Grade 4 Learners in Mathematics
Authors: Zennebeth S. Solidor, Rosemarie D. Pace?o, PhD
Volume: 9
Issue: 10
Pages: 190-195
Publication Date: 2025/10/28
Abstract:
This study examined the problem-solving competence of Grade 4 learners before and after the implementation of Differentiated Instruction (DI), comparing their pretest and posttest results to evaluate the effectiveness of DI as a strategy for addressing learners' diverse needs. Specifically, the research sought to describe the learners' initial readiness in Mathematics, assess their improvement after exposure to DI, and provide evidence-based recommendations for instructional planning. The study employed a descriptive-evaluative research design, utilizing quantitative methods. The participants consisted of 32 Grade 4 learners from Section Peach at Pedro Victorina Calo Elementary School, purposively chosen as an intact class. A validated 30-item standardized test based on the Department of Education's Grade 4 Mathematics competencies served as both pretest and posttest. Descriptive statistics, including mean, percentage, and standard deviation, were used to summarize the results. A paired sample t-test was used to determine the significance of the differences in performance. Findings revealed that in the pretest, the highest proportion of learners (46.9%) fell within the Fair category, while 40.6% were rated Poor, and no learner achieved an Outstanding rating. After the DI intervention, post-test results showed a remarkable improvement, with the highest percentage (34.4%) attaining a Fair rating, followed closely by 28.1% in Satisfactory, and importantly, 15.6% of learners reaching an Outstanding rating-a category not present in the pre-test. Statistical analysis confirmed a significant difference between pretest (M = 14.03, SD = 4.93) and posttest (M = 19.84, SD = 4.57) scores (t = 11.291, p = .000). The study recommends the sustained integration of DI strategies in mathematics instruction, continuous teacher training on differentiated approaches, provision of appropriate learning resources, and further research on the long-term effects of DI across subjects and grade levels. These measures help create inclusive classrooms that nurture problem-solving competence and foster lifelong learning.