Differentiated Learning Instruction Practices and Learners’ 21st Century Skills

In today’s rapidly evolving world, equipping learners with 21st century skills is crucial for preparing them to meet the demands of modern society. The study was conducted to determine the level of teachers’ differentiated learning instruction practices and learners' 21st century skills in Kalilangan East Ditrict, Division of Bukidnon for the School Year 2024-2025. Specifically, it sought to describe the profile of the teachers and learner-respondents; assess the level of teachers’ differentiated learning instruction practices; examine the level of learners’ 21st century skills; determine the significant relationship between the teachers’ differentiated learning instruction practices and learners’ 21st century skills; and test the significant difference in the teachers’ differentiated learning instruction practices and learners’ 21st century skills when grouped according to their profile. It involved one hundred five (105) public elementary school teachers and two hundred ten (210) learners from Grades 4 to 6 of the aforesaid division employing Correlational method of research. A universal sampling procedure was employed with patterned and modified questionnaires from Bahian and Ubayubay (2024) study. Descriptive and inferential statistical methods, including Pearson’s Product-Moment Correlation Coefficient, ANOVA and t-test were applied to analyze the data and identify significant differences. The findings revealed that most respondents were Teacher I and mostly held Bachelor's Degrees, and majority of learners came from stable home environments with married parents. Differentiated learning instruction practices, especially in content and process, was generally seen as effective, challenges remained in creating an optimal learning environment. Learners displayed strong confidence in communication and collaboration but had room for growth in critical thinking and problem solving. A significant negative relationship between the Learning Environment and students' 21st century skills was identified, indicating the need for improvements in classroom settings. While no overall significant differences were observed in learners' skills based on profiles, creative thinking and communication skills showed significant variations related to gender and parents' civil status. In conclusion, the study emphasizes the importance of experienced teachers in implementing differentiated learning strategies, particularly in Content and Process, while highlighting the need to improve the Learning Environment. It is recommended that school administrators and teachers should collaborate in enhancing classroom settings, and fostering critical thinking and problem-solving skills.