Advancing Inclusive Quality Education: The Relationship Between Differentiated Instruction and Academic Achievement of Learners with Mild Disabilities

This study examined the relationship between differentiated instruction and the academic achievement of learners with mild disabilities in inclusive classrooms. Using a quantitative correlational design, data were gathered from 49 teachers at HN Cahilsot Central Elementary School, District 6, Schools Division of General Santos City, through a researcher-developed, expert-validated, and reliability-tested survey questionnaire administered via Google Forms. Differentiated instruction was measured through content adaptation, process modification, and product differentiation strategies, while academic achievement covered academic performance, engagement and participation, and retention and comprehension. Descriptive statistics, Mann-Whitney U Test, Kruskal-Wallis H test, Spearman's rho correlation, and Multiple Regression Analysis were used at a 0.05 level of significance. Results showed that differentiated instruction was generally well-implemented, and learners with mild disabilities generally achieved learning objectives, with increased participation suggesting improved involvement. Certain strategies significantly differed according to teachers' age, education, and years of experience, although process modification remained consistent across groups. Content adaptation was significantly and positively correlated with retention and comprehension and was the only significant predictor of academic performance and retention and comprehension. The study developed a Differentiated Instruction Enhancement Framework for Supporting Learners with Mild Disabilities to guide institutions and practitioners in strengthening differentiated instruction and improving learner outcomes. Keywords: Differentiated instruction; inclusive classrooms; learners with mild disabilities; academic achievement; content adaptation *This work is licensed under a . Scimatic ©2014-2026 ZincirX Inc.