Title: Teachers' Profile and Implementation Fidelity of Differentiated Instruction: Implications for Academic Achievement
Authors: Camille Cokie A. Nabatdan Aldin A. Hermocilla
Ed.D
Volume: 10
Issue: 2
Pages: 149-153
Publication Date: 2026/02/28
Abstract:
This study examined the level of implementation fidelity of Differentiated Instruction (DI) among primary grade teachers and determined its relationship with learners' academic performance. Specifically, it sought to (1) describe the level of DI implementation in terms of content, process, product, and learning environment; (2) determine the relationship between teachers' profile variables and their DI implementation fidelity; and (3) examine the association between DI implementation fidelity and learners' first-quarter academic performance. The study employed a descriptive-correlational research design and was conducted in East Butuan District II, Butuan City Division. Complete enumeration was utilized, involving all 60 primary grade teachers from ten public elementary schools. Data were gathered using an adopted and validated Department of Education (DepEd) survey questionnaire with a five-point Likert scale. Statistical tools used in the analysis included weighted mean and Spearman correlation analysis to determine relationships among variables. Findings revealed that most teacher profile variables such as position, grade level taught, and teaching experience, did not show statistically significant associations with DI implementation fidelity. However, sex, highest educational attainment, participation in online courses, and attendance in training workshops demonstrated significant associations with selected DI components, particularly content, product, and learning environment. Moreover, results indicated that none of the DI implementation components had a statistically significant relationship with learners' academic performance, which generally remained at the "moving towards mastery" level. The study concluded that while professional development influenced DI fidelity, high reported implementation did not automatically translate into improved learner academic outcomes, highlighting the need for sustained monitoring and strengthened instructional support.