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Aims: The purpose of this study is to investigate the effects of differentiated instructions used by the teachers on the students` academic performance in both the control and experimental groups. Study Design: quasi-experimental method. Place and Duration of Study: The study was conducted among 60 students, composed of a control and an experimental group of Grade 9 students from Union National High School, Monkayo East District, Division of Davao de Oro, in the year 2023–2024. Methodology: The study used purposive sampling to identify its respondents. This study used a researcher-made questionnaire to collect the necessary data in the pretest and posttest. This research used the mean, standard deviation, and t-test to analyze the raw data obtained from the respondents. They use a t-test to determine if the experimental group's students' scores significantly differed from the control group's before and after the intervention. Results: The main findings revealed that both the control and experimental groups showed improvement in their posttest scores compared to their pretest scores. However, the high value of the t-test indicates that there is sufficient evidence to contradict the null hypothesis. Furthermore, the findings indicate that using differentiated instruction can make learning more rewarding and easier. Conclusion: The use of differentiated learning instruction as a teaching strategy can have a significant and positive effect on the academic success and attitude of Filipino subject. We recommend strengthening the use of different strategies in classes. Additionally, we should provide teachers with scaffolding to effectively implement the strategy in their classes.
Pinaranda et al. (Mon,) studied this question.