Learning Styles-Based Differentiated Instruction as Tool towards Academic Achievement of Grade Five Pupils in Science and Health V

Abstract

Learning is a process which brings out change in the individual’s way of responding as an outcome of practice or other experience. It is also a process by which knowledge is obtained. Learning occurs when a person comes to know something previously unknown. The more learning is enriched when the factors of a learning environment are responsibly present. The educational principle suggests that pupils who are actively engaged in the learning process are more likely to achieve success. Once the pupils are actively engaged in their own learning process, they begin to feel empowered and their personal achievement and self-direction level rise.  This experimental study aimed to determine the effectiveness of learning styles-based differentiated instruction on the academic achievement of grade five pupils in Science and Health V of Timoteo Paez Elementary School in the Division of City Schools, Pasay City, Philippines for the school year 2014 – 2015. This study employed the randomized pre-test-posttest control group design. The data gathering instruments that was utilized were the VARK Learning Style Inventory and a validated teacher-made test. The data generated from the research instruments were recorded, analyzed, and interpreted using the weighted mean, standard deviation, One-Way Analysis of Variance, and Independent T-test. In the context of the findings of the study, the following conclusions and implications were drawn. Pupils have different learning styles; they may be Visual, Aural, Read/Write and Kinesthetic. The mean pretest scores of the control and the experimental groups were not significant. The academic achievement of the posttest of the pupils taught in Science and Health V using learning styles-based differentiated instruction was found to be significant. Likewise, the learning styles-based differentiated instruction is effective in developing the scientific abilities of the pupils. This implies that learning styles-based differentiated instruction is effective in improving academic standing of the pupils. Further, it is effective in improving the academic standing of the pupils. Recommendations were raised based on the findings of the study.