Differentiated Instruction in Relation to Pupils’ Learning Style

Differentiating of instruction is salient as learners absorb information at their own styles. Differentiating of instruction is salient as learners absorb information at their own styles. Thus, determining their preferred mode of instruction as to their learning style is important. In attaining this, the researcher first determined the respondents' (n=30) demographic profile, academic achievement, and learning styles by distributing a survey questionnaire and further sought significant association among them. Being an action research by design, the researcher used both descriptive and inferential statistics such as frequency and percentage distribution, mean and Chi-square to treat the data. Findings show that the respondents are partly Indigenous Peoples, mostly male, whose favorite hobby is drawing, and radio is the primary source of information. Among them, auditory learners with very satisfactory academic achievement dominated. Furthermore, findings revealed that there was no significant difference between the demographic profile and learning styles. Thus, no significant relationship was also flaunted between learning styles and academic achievement. Lastly, it shows that both visual and auditory learners learned best when the teacher used audio-visual presentations while kinesthetic learners learned best when applied to real objects. This implies that learning styles are independent, not limited, nor not driven by a demographic profile and are not influenced by academic achievement.