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Chapter 1

THE PROBLEM

Introduction

Differentiated Instruction is a philosophy of teaching that is based on the reality

that students learn well when the teacher accommodate the differences in their readiness

levels, interests and learning profiles (Tomlinson 2005). Classrooms are full of diverse

learners of this 21st century both culturally and linguistically (Gregory and Chapman).

Diversity is common in every classroom and each room we can find variety of students

with different personalities. Teaching diverse students is always a great challenge to

every educator. Teachers need to adapt the variety of students, especially now that we are

competing with modern technologies. Successful education depends on teachers being

able to embrace the art of strategies acting as a parent who willingly understand the

needs, abilities and variation of their students. .Most of foreign countries are into

individualistic approach to develop their own way of thinking. They are more on

individualistic assignments and homework. They tend to place group activities with

individual task. They have come to believe that they exert complete autonomy over their

lives.

The scenario of having a diverse classroom with diverse students is not new in

Philippine education and it is always a problem on how to address the different learning

preferences and styles of the students. It is observed in the Philippine classroom that most

of the teachers are engaged in traditional instruction, in which one lesson is designed to

meet the needs of all learners, and these teachers think they are using differentiation but
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actually not. Filipino subject like other academic subjects suffered much because

students’ diversity were not addressed. Learning preferences and styles were not given

attention, thus, learning becomes difficult and boring. Traditional teaching has been

around for thousands of years. Traditional teaching involves rote learning where students

depend on memorization without having complete understanding of the subject.

Teaching Grade ten sonnets with group works and activities inside the classroom

does not mean that the strategy is using Differentiated Instruction because the teacher

only designed one lesson for all students and as teachers we believe that “one size doesn’t

fit all”, thus, the learning preference and styles of the students were not met.

Performing learning style list before the school year starts can help a lot in

knowing the learning styles of the students because this will help the teacher plan the

lessons for them.

This research aims to identify the effectiveness of Differentiated Instruction in

teaching Grade ten selected sonnets. This study will help the teachers in implementing

their lesson to the students more effectively. Through experimentation, the researcher

will be able to help the teachers in making the lesson plan for their students. A prototype

lesson plan with the use of Differentiated Instruction will be the recommendation of the

researcher in this study.

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THEORETICAL-CONCEPTUAL BACKGROUND

There are many theories and studies that can be gathered from different

proponents of different country of this world. Among those theories and studies, the

researchers have gathered these theories that can support the study. These theories will

help the researchers anchor the study entitled Differentiated Instruction in teaching 10th

Grade selected Sonnets.

Social Interaction Theory explains the language development that emphasizing

the role of social interaction between the developing child and linguistically

knowledgeable adults. It is based largely on the socio-cultural theories of Soviet

psychologist, Lev Vygotsky. According to Vygotsky, social interaction plays an

important role in the learning process and proposed the zone of proximal

development (ZPD) where learners construct the new language through socially mediated

interaction. Vygotsky's social-development theory was adopted and made prominent in

the Western world though by Jerome Bruner who laid the foundations of a model of

language development in the context of adult-child interaction.

Zone of Proximodistal Development is a theory proposed by Lee Vygotsky. The

main proposition of this theory is the level of development gained if the learners are

involved in a social behavior. According to the study of Riddle and Dabbagh (1999),

Zone of Proximodistal Development is the distance between the actual development level

and the level of potential development. Learners must actively interact socially with those

who are knowledgeable enough and to their colleague in order for a learner to develop.

The learner can also learn independently if the teacher guided the learner first.
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MacGillivray and Rueda (2001) stated before a new skill is taught or new

knowledge is introduced a responsive instruction acknowledge what the learner already

has. The learner’s knowledge can only be improved and grow through a meaningful adult

direction. The teacher should become one of the purposeful instructions to the learners

and a source of substantial experiences making the learners attain his or her zone of

proximal development. The social interaction, involvement between teacher and student,

the physical structure and arrangement, meaningful instruction and a good content are all

become the elements to be consider within the context of contemporary education.

Vygotsky sees the student-teacher relationship as a cooperative, with the

meaningful experiences becomes a bearing. The environmental atmosphere, includes the

physical structure would be a factor to promote interaction. Hence, the teacher should

make her lesson extended to the learner to just above the learners’ current level, making

on which the students already knows but also motivates the learners to move ahead to the

areas that needs to be learn.

Vygotsky’s theory of Social interaction fits to this study entitled Differentiated

Instruction in teaching 10th Grade selected sonnets because it talks more about the social

behavior of the students when they are socially inclined with other students. The more the

students interact with other students the more learning they can have.

Another theory that supports the Differentiated Instruction is Howard Gardner’s

Multiple Intelligences. Gardner first introduced his theory in his book "Frames of Mind:

The Theory of Multiple Intelligences," where he said that all people have different kind

of intelligences. Gardner also proposed that there are eight multiple intelligences and he

added the ninth which is the existentialist intelligence. In order to get the whole range of
 5

capabilities and talents that each people have, Gardner states that each people do not have

just the intelligence but have many kinds of intelligences,including musical,

interpersonal, spatial-visual, and linguistic intelligences.

Each person has their own field of expertise, such as Verbal intelligences, he or

she most likely possesses a range of abilities. For example, an individual might be good

in musical, verbal and existensialistic intelligences.

The theory of Multiple Intelligences caters a considerable popularity with the

educators. Most of the teachers use multiple intelligences in their teaching goals and

integrates Gardner’s theory into classroom. If you learn more about the multiple

intelligences can help you better to understand your own field of expertise. Continue

reading and studying to learn more about the major characteristics of each kind of

intelligences.

In connection to that the researcher’s wants to know how the students can easily

cope up with the lessons that their teachers discussed and the teachers also can easily

focus to the weaknesses of the students in terms of giving activities to them.

The theory of Howard Gardner tells us that one student is different from one

another. Different student has different style of learning which means that the teachers

need to have a differentiated instruction in order to cater the needs of the students.

Differentiated Instruction is a theory that caters the all the students different

learning styles. Tomlinson defines differentiated instruction as a philosophy of teaching

that is based on the premise that students learn best when their teachers accommodate the

differences in their readiness levels, interest, and learning profiles. The main goal of
 6

differentiated instruction is to take the full advantage of every learner’s ability. Utilizing

differentiated instruction inside the classroom identifies the diversity of the learners and it

confirms that each learner has his or her own learning style inside the classroom.

Using differentiated instruction inside the classroom will help the teacher to

support and answer to the academic needs of the learners. According to Prince and

Howard (2002) in Koeze (2007), in a differentiated classroom, there is no room for

shyness and fear and learners are free to take risks in their learning.

By planning lessons according to the student’s readiness levels, learning profiles

and interest, teachers can integrate student’s stock knowledge and experiences outside the

school environment which will make the students to look at things differently and share

the opinions because they already have the knowledge and interest in the topic.

With the restriction made to the lessons, students are challenged at appropriate

levels to completely remove frustrations and boredom.

According to Tomlinson (1999) in a differentiated classroom, the teacher employs

a plan that carries out different approaches to content, process and product in expectation

of and response to student differences in readiness, interest and learning needs.

The teacher also identified the content, process and products as components that

there are varied learners in the classroom. Content related to “what to teach “, it is what

the learners need to learn and need to acquire. Steps deals with “how to teach” the ideas

and skills that the students need to learn or acquire. Product shows the self-understanding

of the learners and they show what they have learned. Learners learn and process what

they have in different ways. Some learners’ preferences certain method of learning and it
 7

is important that the teacher should use a wide variety of teaching activities and

discussion to address learning preferences of the learners.

The teacher being able to recognize various learning styles of the learners and

teach the learners with an informed awareness of those differences can help the learners

to achieve a better academic result and make better attitudes towards learning. Grasha has

defined learning styles as "personal qualities that influence a student's ability to acquire

information, to interact with peers and the teacher, and otherwise participate in learning

experiences.” Recognizing different learning styles makes a teacher focus on the learners’

strengths and to become familiar with the concepts they may find challenging.

Providing learner’s unique style will make every learner bring up their full

potential and provide options for real learning based on the learner’s needs and interest;

thus, the reinforcements are great. Teachers who do not have the knowledge of the

learner’s learning styles will likely teach in a manner that keeps learners from making

their best work.

Learner’s performance is the main focus in this study. The researchers need to

identify what is the performance level of the students inside the classroom if

differentiated instruction is being integrated. According to Wan the teachers’ teach

beliefs, perceptions, attitudes and understanding on how to differentiate lessons can affect

the learners’ performance inside the classroom. Results revealed that there were positive

attitudes toward differentiated teaching and the belief that differentiated instruction is

essential for student success.

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The researcher aims to create a prototype lesson plan about differentiated

instruction that focuses on the learners’ learning styles which will be use during the one

week experimental research. This prototype lesson plan can be utilized for the teachers in

the future.
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Differentiated Instruction is
Effective in teaching Sonnets

Social Interaction Theory

(Vygotsky, 1962)

Multiple Intelligence
(Howard Gardner,1983)

Significant Significant Students’

Differentiated
Performance
Instruction
Differenc Difference

Prototype Lesson Plan

Figure 1. Theoretical-Conceptual Framework of the Study

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The Problem

Statement of the Problem

This study assessed the effectiveness of Differentiated Instruction in teaching

selected sonnets among Grade 10 students in MarigondonNational High School year

2018-2019 to propose prototype lesson plan.

Specifically, this sought to answer:

1. What is the performance level of the Grade 10 students in English during the pre-

test of the:

1.1 Experimental; and

1.2 Control group?

2. What is the performance in the post – test of the:

2.1 Experimental; and

2.2 Control group?

3. Is there a significant difference between the pre-test and post-test of the groups?

4. Based on the findings what prototype lesson plan can be proposed?

Null Hypothesis

Ho = There is no significant difference between the pre – test and post – test of the two

groups.

H1 = There is a significant difference between the pre – test and post – test of the two

groups.
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Significance of the Study

The generalization of this present study would be a great contribution to vast

knowledge in relation to student’s achievements. Vital results to the experimentation

could be highly significant and beneficial especially to the following:

Students shall benefit to the findings of the study whether the Differentiated

Instruction is effective in the way they are absorbing their learning.

Teachers shall benefit in imparting their lesson for they have an idea in

Differentiated Instruction that is more effective in teaching their lesson in English

literature.

Administrator shall benefit to the study which they can guide the teachers in

accomplishing their goals by giving them their full understanding and implementing new

policies that will help the students improving their performance and to uplift quality

education by guiding students towards learning.

Department of Education shall benefit to the findings of the study by

introducing the prototype lesson plan for the teacher which they can apply for their

lesson.

Government shall benefit the finding of the study whether the Differentiated

Instruction is effective or not.

Future Researcher shall benefit to the finding of the study in the review of

related studies.
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Definition Terms

The words below are defined operationally.

Control Group. This refers to a group of students who utilized the Traditional

Teaching Method.

Differentiated Instruction. This refers to an approach used by a teacher in

delivering the lesson where the students given different types of activity and group

together which caters their skills so that students within the classroom can learn

effectively regardless of differences in ability.

Experimental Group. This refers to the students who utilized the differentiated

Instruction Method of Teaching

English. This refers to focusing on English language, literature or writing as a

subject of study.

Performance Level. This refers to describe the students’ performance. It also can

be used to group students and to determined appropriate instruction.

Prototype Lesson Plan. This refers to the teacher’s detailed description of the

course of instruction, an overall flow of the discussion in a class.

Pre-test. This refers to the things to do before dealing with the topic, teacher will

give a first test questionnaire to test capability of the students.

Significant. This refers to the importance of a certain study. Sonnet. This refers

to a kind of literature, a poem consist of fourteen lines using any of a formal rhyme

scheme?
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CHAPTER 2

REVIEW OF RELATED LITERATURE AND RELATED STUDIES

This chapter presents the related literature and studies after the thorough and in-

depth search done by the researchers. This will also present the synthesis of the art the

theory that used by the researchers to fully backup for their study to fully understand the

research to be done and lastly the related studies for connecting the idea of the researcher

and to the other idea of the related study for better comprehension and fully understand.

RELATED LITERATURE

Current educational trends across the globe reflect significant changes in student

populations from two or three decades ago. The inclusion of students from non-English

speaking backgrounds, students with disabilities, students from diverse cultural

backgrounds and students on accelerated programs, compel educators to relook at their

teaching and instructional practices. The homogeneity of yesteryear has been replaced by

widespread diversity, however in many contexts; teachers do not appear to have adjusted

their methods to keep abreast of these trends. This paper begins with the presentation of a

grounded learning theory to support the move to differentiated instruction. Following on

from this, attention is focused on the factors that intensify a shift in instructional practice.

Finally, the differentiated instruction model is presented as a response to addressing

learner variance.

The researchers search foreign information to strengthens the study and one of the

information, ERIC, Proquest, Australian Education Index, British Education Index,

CBCA (formerly Canadian Education Index), EdResearch Online, Education Theses

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Database, Education Theses Database, Expanded Education Academic (ASAP), and

PsychInfo were searched for articles, books and further publications on ‘differentiated

instruction’. In addition, reference lists from various books, previous literature reviews

and reports were perused for further references. Furthermore, brochures, information

flyers and bulletins released by the Association for Supervision and Curriculum

Development (ASCD), a key player in advocating a shift to differentiation, were searched

for additional references. For the purposes of this paper, only research studies dealing

with differentiated instruction, over the last 25 years from 1980 to 2005, were included.

Articles were included in this review if they made pertinent reference to the model of

differentiated instruction. Articles, which dealt with other aspects of teaching and

learning, were excluded. This strategy allowed for a more intensive perusal of research in

this field in connection to that the researchers used books as their reference and many

devices for the study to be valid.

Differentiated Instruction is the main topic in the study and its will show here that

model of differentiated instruction is relatively new; attempts were made to draw as many

references into the discussion. Despite efforts to ensure a comprehensive and exhaustive

review of the literature relating to differentiating instruction, this analysis cannot be

complete. This is a dynamic field, which is amended regularly, and contributions from

across the globe keep this model fluid. The differentiated instruction model draws most

attention from the United States, with key players contributing to the field through

textbooks and guides. However, the strategy is gaining in popularity in many countries,

including Australia.
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We all know that differentiation is acknowledged to be a compelling and effectual

means of restructuring the traditional classroom to include students of diverse abilities,

interests and learning profiles, the philosophy is lacking in empirical validation.

Currently, a great deal has been forwarded with regard to theory, with a decided gap in

the literature regarding the use and effectiveness of the differentiated model in practice.

The model does however draw a great deal of support, proof of which can be found in the

plethora of testimonials, anecdotes and classroom examples available through a multitude

of websites and publications dealing with differentiation. All reports echo promising

outcomes. Still to be decided however, is whether teachers have restructured their

teaching, being cognisant of this wealth of information presented on differentiation.

This study attempts to synthesize the research and the rationale underpinning the

differentiated instruction model. Previous studies and investigations in this field have

investigated factors including student diversity, learning styles, brain research and the

multiple intelligences as dynamics propelling the shift to differentiation. While this paper

draws attention to these key features, it also presents for query, the areas that may require

further investigation.

The researchers used the theory of Vygotsky’s Sociocultural Theory of Learning

Several educationalists, researchers and school administrators view the social

constructivist learning theory engendered by Russian psychologist, Vygotsky (1896-

1934), as central to instructional enhancement, classroom change and redevelopment

(Blanton, 1998; Flem, Moen, and Gudmundsdottir, 2000; Goldfarb, 2000; Kearsley,

1996; Riddle and Dabbagh, 1999; Rueda, Goldenberg, and Gallimore, 1992; Shambaugh

and Magliaro, 2001; Tharp and Gallimore, 1988). Sociocultural theory, drawing on the
 16

work of Vygotsky (1962), and later Wertsch (1991), has significant implications for

teaching, schooling and education (Tharp and Gallimore, 1988). This theory is based on

the premise that the individual learner must be studied within a particular social and

cultural context (Blanton, 1998; Flem et al., 2000; MacGillivray and Rueda, 2001;

Patsula, 1999; Tharp and Gallimore, 1988). Such situatedness is necessary for the

development of higher order functions, and such functions can only be acquired and

cultivated following social interaction (Blanton, 1998; Riddle and Dabbagh, 1999; Rueda

et al., 1992; Shambaugh and Magliaro, 2001). Social interaction is therefore fundamental

to the development of cognition (Kearsley, 1996, 2005; MacGillivray and Rueda, 2001;

Patsula, 1999; Riddle and Dabbagh, 1999; Scherba de Valenzuela, 2002). Furthermore, as

a departure from other theories regarding cognition, Vygotsky’s theory views education

as an ongoing process, not a product (Riddle and Dabbagh, 1999)

Additional for the theory of Vygotsky’s notion of the zone of proximal

development, a central proposition of this theory, refers to a level of development

attained when learners engage in social behavior(Blanton, 1998; Kearsley, 2005; Riddle

and Dabbagh, 1999; Scherba de Valenzuela, 2002). Riddle and Dabbagh (1999) cite

Vygotsky (1978) as defining the zone of proximal development as the distance between

the actual development level and the level of potential development. Hence, the zone of

proximal development (ZPD) links that which is known to that which is unknown (Riddle

and Dabbagh, 1999). In order to develop the ZPD, learners must actively interact socially

with a knowledgeable adult or capable peers (Blanton, 1998; Kearsley, 1996; Riddle and

Dabbagh, 1999). A student can only progress to the ZPD, and consequently independent

learning if he or she is first guided by a teacher or expert (Blanton, 1998; Kearsley, 2005;
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Riddle and Dabbagh, 1999; Rueda et al., 1992). Accordingly, responsive instruction

acknowledges what the learner already knows, before a new skill is taught or new

knowledge introduced (MacGillivray and Rueda, 2001). The learner’s skill can only be

extended and enriched through meaningful adult direction (Blanton, 1998; Riddle and

Dabbagh, 1999; Rueda et al., 1992). The teacher’s role becomes one of purposeful

instruction, a mediator of activities and substantial experiences allowing the learner to

attain his or her zone of proximal development (Blanton, 1998; Rueda et al., 1992).

Further to this, Vygotsky perceives language and speech as tools, used by humans to

mediate their social environments (Blanton, 1998; Riddle and Dabbagh, 1999).

In the connection of our study we need to get the capability of the students if

where can they actively engage their minds of each of the activity of the teacher that’s

why we used the cognitive theory of Lev Vygotsky and show The Implications of

Vygotsky’s Theory Vygotsky’s general theory of cognitive development, was used as a

framework for this investigation, as it has implications for teaching and learning in

contemporary times (Flem et al., 2000; Kearsley, 2005; MacGillivray and Rueda, 2001;

Patsula, 1999; Shambaugh and Magliaro, 2001). The areas of social interaction,

engagement between teacher and student, physical space and arrangement, meaningful

instruction, scaffolding, student ability and powerful content all become elements to

consider within the context of contemporary education. With its emphasis on social

interaction, Vygotsky’s theory sees the student-teacher relationship as collaborative, with

the learning experience becoming reciprocal (Flem et al., 2000; Riddle and Dabbagh,

1999; Shambaugh and Magliaro, 2001). The instructional environment, including the

physical arrangement of furniture would be so structured to promote interaction (Riddle

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and Dabbagh, 1999). Furthermore, the teacher would so design the lesson that instruction

will extend the student to just above the student’s current developmental level, building

on that which the student already knows, but encouraging the student to move ahead into

areas that pose greater challenge (MacGillivray and Rueda, 2001; Riddle and Dabbagh,

1999).

In this regard, scaffolding would be an appropriate strategy to access the zone of

proximal behavior (Riddle and Dabbagh, 1999). The teacher would again engage student

interest and modify tasks to suit ability levels (Riddle and Dabbagh, 1999). Lesson

content will also be meaningful, compelling learner interest and providing a basis for the

use of mediating tools like language (MacGillivray and Rueda, 2001; Patsula, 1999).

Within this framework, this study investigates the use of the differentiated instruction

model as a pedagogical instrument to facilitate the

As the researchers we also need to have what are the populations in the

classrooms especially in Marigondon National High School in connection with that we

search and gather a data which will help us. Contemporary student populations are

becoming increasingly academically diverse (Gable et al., 2000; Guild, 2001; Hall, 2002;

Hess, 1999; McAdamis, 2001; McCoy and Ketterlin-Geller, 2004; Sizer, 1999;

Tomlinson, 2004a; Tomlinson, Moon, and Callahan, 1998). The inclusion of students

with disabilities, students with language backgrounds other than English, students with

imposing emotional difficulties and a noteworthy number of gifted students, reflect this

growing diversity (Mulroy and Eddinger, 2003; Tomlinson, 2001b, 2004a). Learning

within the inclusive classroom is further influenced by a student’s gender, culture,

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experiences, aptitudes, interests and particular teaching approaches (Guild, 2001;

Stronge, 2004; Tomlinson, 2002, 2004b).

We all know we have diverse learner in our classrooms. Most children accept that

in a classroom they are not all alike, that while some possess strengths in sport, others

may be academically strong (Tomlinson, 2000a). While it is accepted that the common

basis for them all is a need for acceptance, nurturing and respect (Tomlinson, 2004a),

attending to differences, assists each student in experiencing a degree of triumph while

encouraging them to be all that they can be as individuals (Fischer and Rose, 2001;

Mulroy and Eddinger, 2003; Stronge, 2004; Tomlinson, 2000a). It is necessary to take

into account the vast differences among students in a classroom, acknowledging each

student’s strengths while accommodating their limitations (Guild, 2001; Mulroy and

Eddinger, 2003; Tomlinson, 2001c, 2002). Contemporary classrooms should accept and

build on the basis that learners are all essentially different (Brighton, 2002; Fischer and

Rose, 2001; Griggs, 1991; Guild, 2001; Tomlinson, 2002).

According to Tomlinson (2005) one of the expertise in dealing or giving one of

the best kind Differentiated Instruction a leading expert in this field, defines

differentiated instruction as a philosophy of teaching that is based on the premise that

students learn best when their teachers accommodate the differences in their readiness

levels, interests and learning profiles. A chief objective of differentiated instruction is to

take full advantage of every student’s ability to learn (Tomlinson, 2001a, 2001c, 2004c,

2005). In addition, she points out that differentiating can be performed in a variety of

ways, and if teachers are willing to use this philosophy in their classrooms, they opt for a

more effective practice that responds to the needs of diverse learners (Tomlinson, 2000a,
 20

2005). Tomlinson (2000) maintains that differentiation is not just an instructional

strategy, nor is it a recipe for teaching, rather it is an innovative way of thinking about

teaching and learning.

To differentiate instruction is to acknowledge various student backgrounds,

readiness levels, languages, interests and learning profiles (Hall, 2002). Differentiated

instruction sees the learning experience as social and collaborative, the responsibility of

what happens in the classroom is first to the teacher, but also to the learner (Tomlinson,

2004c). Building on this definition, Mulroy and Eddinger (2003) add that differentiated

instruction emerged within the context of increasingly diverse student populations.

Within the learning environment permitted by the differentiated instruction model,

teachers, support staff and professionals collaborate to create an optimal learning

experience for students (Mulroy and Eddinger, 2003). Also in this environment, each

student is valued for his or her unique strengths, while being offered opportunities to

demonstrate skills through a variety of assessment techniques (Mulroy and Eddinger,

2003; Tomlinson, 2001a; Tomlinson and Kalbfleisch, 1998; Tuttle, 2000).

This working definition of differentiated instruction reflects Vygotsky’s socio-

cultural theory, the main tenet of which lies in the social, interactional relationship

between teacher and student. Tomlinson (2004c) points out that the teacher is the

professional in the classroom, an individual who has been suitably trained to mentor and

lead his or her wards, using appropriate techniques, assisting each learner to reach his or

her potential within the learning context. Teachers are legally and ethically bound to be

the expert leading the child to full development (Lawrence-Brown, 2004; Tomlinson,

2004c). The learners, in responding to the teacher’s prompting, seek to be independent

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and self-sufficient, striving for greater awareness of their skills, abilities and ideas, taking

increasing responsibility for their lives and their learning (Lawrence-Brown, 2004;

Tomlinson, 2004c). The relationship between student and teacher is clearly reciprocal,

the responsibility for development becoming a shared endeavour (Tomlinson, 2004c). In

addition, the difficulty of skills taught should be slightly in advance of the child’s current

level of mastery, linking with the Vygotsky’s zone of proximal development.

Differentiated instruction presents an effective means to address learner variance

(Tomlinson, 2000a, 2001a, 2003), avoids the pitfalls of the one-size-fits-all curriculum

(McBride, 2004), incorporates current research into the workings of the human brain

(Tomlinson, 2001c; Tomlinson and Kalbfleisch, 1998; Tuttle, 2000) while supporting the

multiple intelligences and varying learning styles (Lawrence-Brown, 2004; Tuttle, 2000)

within contemporary classrooms. It provides a crucial platform for all teachers of

inclusive classrooms, to create opportunities for success for all students (Tomlinson,

2000a). The differentiated classroom balances learning needs common to all students,

with more specific needs tagged to individual learners (Tomlinson, 2001a).

Differentiation can liberate students from labels, offering students individual

opportunities to perform at their best (Tomlinson, 2003).

Differentiation forces teachers to shift their thinking from completing the

curriculum, and compels them to move closer to catering to individual student needs

(Tomlinson, 1999, 2000a). It allows the teacher to focus on the same key principles for

all students, however the instructional process, the pace and rate toward understanding

these concepts varies (McAdamis, 2001; Tuttle, 2000). There are provisions for every

child to learn as quickly and as deeply as possible (Tuttle, 2000). Teachers opting for
 22

differentiation find that they can use time and resources flexibly and creatively, assisting

to create an atmosphere of collaboration in the classroom (Tuttle, 2000). A Hess (1999)

report that as an added bonus, differentiation can be an engaging experience for teachers

as it involves a different kind of energy compared to direct instruction.

A fundamental tenet of the differentiated model, is that teachers must engage

students (Tomlinson, 2000a). Research supports the view that curricula should be

designed to engage students, it should have the ability to connect to their lives and

positively influence their levels of motivation (Coleman, 2001; Guild, 2001; Hall, 2002;

Sizer, 1999; Strong et al., 2001). Teachers are required to know their students, their

backgrounds and their cultural links (MacGillivray and Rueda, 2001). Knowing students

well allows teachers to figure out their strengths, thereby helping them to move forward

(MacGillivray and Rueda, 2001). Engaging students actively in the learning process and

in the content allows them to see patterns developing, to see the overlap between

disciplines, to see learning as a cumulative whole (Coleman, 2001).

Differentiated instruction supports the classroom as a community,

accommodating differences and sameness (Bosch, 2001; Brimijoin, Marquissee, and

Tomlinson, 2003; Lawrence-Brown, 2004; Tomlinson, 2003). It allows for the creation of

an environment in which all students can succeed and derive benefit (Lawrence-Brown,

2004; Tomlinson, 2003). Students differ in three important ways – readiness, interests

and learning profiles – in a differentiated classroom, the teacher is obliged to attend to

these differences in order to maximise the learning potential of each student in that

classroom (Tomlinson, 2000b, 2001a).

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We have Howard Gardner, Student interests vary, these interest can become

effective tools to support learning in the differentiated classroom (Tomlinson, 2001a).

Tomlinson (2001a) sees student interests as a powerful motivator, which wise teachers

could take advantage of within the differentiated classroom. Teachers should find ways to

engage students, by tapping into what interests students, and by involving students in the

daily running of the classroom (MacGillivray and Rueda, 2001). Activities and

discussions that are built around students’ concerns and their life experiences allows the

curriculum to become more meaningful to students (Bosch, 2001; MacGillivray and

Rueda, 2001; McBride, 2004; Tomlinson, 2000b, 2001a). Allowing for student interests

within the learning community, ensures that even marginalised students find a place

(Lawrence-Brown, 2004). Most students, even struggling learners, have aptitudes and

passions, providing an opportunity within the classroom for them to explore and express

these interests, mitigates against the sense of failure previously experienced by these

students (Lawrence-Brown, 2004).

Differentiated instruction takes cognisance of student variance by allowing the

teacher to plan their content and process, supporting diverse learning styles (Lawrence-

Brown, 2004; Tomlinson, 2001a). Opportunities can be created to foster group learning

and provide options for individual instruction or independent learning (Lawrence-Brown,

2004; Tomlinson, 2001a). Teachers who are perceptive to the learning needs of their

students help learners to make productive choices about the ways in which they will learn

best (Tomlinson, 2001a). It further empowers the teacher to prioritise tasks to enrich the

learning experience of specific students, students on individualised education plans can

be directed to tasks which involve mastering essential skills, while students on

 24

accelerated programs may be challenged through compacting tasks or independent

research projects (Lawrence-Brown, 2004). Differentiated instruction makes it possible

for the teacher to include authentic instruction, using project-based learning, bringing

relevant and meaningful knowledge into the classroom (Lawrence-Brown, 2004).

Before we conduct our experiment we first get the students readiness makes

reference to the point of entry of each student (Tomlinson, 2000a), while some students

are typically at their grade level, others may be performing at below the level of their

peers, while still others are a year or so ahead (Tomlinson, 2001a). Readiness levels vary

greatly in current contexts, by devising support and material to support all learners,

differentiated instruction develops an atmosphere for success for all learners (Lawrence-

Brown, 2004). Teachers should be able to discern the evolving readiness levels of

students in their care and accommodate these by providing tasks that are neither too easy,

nor too challenging (Tomlinson, 2001a, 2003).

Several recent studies have shown positive outcomes from the use of

differentiated instruction. Johnsen (2003) conducted a study using undergraduate teachers

differentiating instruction to suit different ability levels. Student teachers in this context

were encouraged to differentiate content and process, using learning centres, different

reading materials and different strategies (Johnsen, 2003). The study revealed that the use

of differentiated techniques proved to be engaging, stimulated student interest and

providing a gratifying experience for the undergraduate teachers (Johnsen, 2003). While

the undergraduate teachers appeared to benefit from a rewarding experience, Johnsen

(2003) does point out those students with exceptional needs continued to receive

individual specialist support through other services.

 25

We have also foreign case study of one middle school’s experience with

differentiated instruction by Tomlinson (1995) revealed initial teacher opposition toward

modifying instruction to suit learner variance. Added to this, administrative barriers

including teacher dissention about being instructed to implement differentiated strategies

by district officials, impacted on the teacher’s sense of self efficacy (Tomlinson, 1995).

Other barriers included teachers perceiving differentiated instruction as a fad that would

pass, concerns over time allocated to prepare for differentiated lesson, unease over

student assessments and preparation for testing, disquiet regarding classroom

management and perceived teacher insecurity over a change in their role (Tomlinson,

1995). Observations of those teachers who adopted the use of differentiated techniques

demonstrated that age was not a factor determining acceptance of the new exemplar.

However, the teacher’s attitude towards change proved a more decisive factor, with

teachers who embraced change showing a greater inclination to adopt differentiation

(Tomlinson, 1995). Teachers who experienced early successes with differentiation were

more likely to persist. (Tomlinson, 1995).

According to Tomlinson (1995) concluded that there was a need to investigate

teacher resistance to new models catering for academic diversity, as well as considering

teachers’ perception of classroom management in the light of these changes. Classroom

management appears to arise as a disquieting factor when changes are implemented – this

phenomenon requires greater research since proponents of the differentiated instruction

model believe that classroom management issues will decrease if teachers implement the

model efficiently, yet there remains disquiet about a loss of control among teachers.
 26

In a study investigating the use of differentiated instruction on student scores on

standardised tests, teachers’ perceptions of their ability to meet the needs of diverse

students and parents’ expectation of student performance, Hodge (1997) found that

students who were prepared for tests using differentiated techniques showed a gain in

their mathematics scores, but there were no comparable gains in reading scores. Further,

teachers’ perceptions of being able to meet the needs of diverse learners in their

classrooms do not appear to be influenced by the use of traditional or differentiated

instructional techniques (Hodge, 1997). With literacy levels being of great concern to

education authorities, it may be worth investigating whether student gains following the

use of differentiated instruction are limited to learning areas like mathematics, while

areas such as literacy require more traditional methods.

According to them Tomlinson, Moon and Callahan (1998) investigated the nature

of instructional practice among middle school populations, considering the degree to

which teachers respond appropriately to academic diversity, using differentiation. This

study revealed that very few teachers take student interests, learning profile or cultural

differences into account when they plan lessons (Tomlinson et al., 1998). It was apparent

that modifications to the tasks set were unusual and limited, with few teachers opting for

differentiation of any form (Tomlinson et al., 1998). Some of the teachers who used

varied instructional strategies facilitated more flexible classrooms, which allowed them to

accommodate student needs more appropriately (Tomlinson et al., 1998). Most teachers

expressed frustration about attempting to deal with learner variance, with many choosing

the one-size-fits-all approach to teaching (Tomlinson et al., 1998). The results yielded

from this study bodes poorly for both struggling and advanced learners, and highlights
 27

the need to rethink the current model of schooling (Tomlinson et al., 1998). These

findings suggest an urgent need for another model that deliberately focuses on assisting

teachers in their attempts to cater for burgeoning student diversity.

Differentiated instruction may mirror tracking as some teachers attempt to provide

for the academic diversity of contemporary classrooms. This was evident in a study by

Blozowich (2001) who found that teachers used a variety of techniques but continued to

prepare lessons as they would for a tracked classroom. This researcher concluded that

teachers implementing differentiated instruction require continuous and consistent

professional development, coupled with intensive dialogue and consultation about how

these techniques are being implemented in the classroom (Blozowich, 2001). Robison

(2004) calls for further research into the utilisation of differentiated instruction

techniques, as teachers view the issue of increased planning time with unease. Teachers

also require support structures and cooperative teamwork to assist them as they prepare

lessons incorporating differentiated instruction (Robison, 2004). Both tracking and time

constraints require further investigation as potential barriers to the implementation of

differentiated instruction.

According to McAdamis (2001) reported significant improvement in the test

scores of low-scoring students in the Rockwood School District (Missouri), following the

use of differentiated instruction. Apart from this tangible impact of the differentiated

model, teachers in this study indicated that their students were more motivated and

enthusiastic about learning. This study further reflected the whole-school change which

differentiated instruction necessitates – efforts included professional development,

mentoring and intensive planning (McAdamis, 2001).

 28

Teachers were initially resistant to the change, however strategies like peer

coaching, action research, study groups and workshops offered on-going support and

feedback (McAdamis, 2001). Teachers were eventually convinced of the benefits of

differentiation and were keen to try other differentiated lessons in the year following

(McAdamis, 2001). It is worth pointing out that training sessions, mentoring and

professional development in this study were implemented over a five year period, and

required a concerted response from all stakeholders including school principals, teachers,

district trainers and school authorities (McAdamis, 2001).

This study confirms the need for whole-school and whole-district change –

without these essential support structures and the cooperation of all participants; it is

unlikely that any differentiated program will endure. Further to this, it is clear that the

results of a differentiated program can only be seen over a few years, with the initial

stages being utilised to overcome teacher resistance and encourage a sustained effort.

As investigation of differentiated instruction strategies utilised by teachers in a

study conducted by Affholder (2003) concluded that teachers who used these strategies

more intensively showed improved individual perception and adopted greater

responsibility for student growth. In addition, this study revealed that teachers employing

higher levels of differentiated techniques experienced increased feelings of self-efficacy

and demonstrated greater willingness to try new instructional approaches (Affholder,

2003) in connection with that the teacher who use strategy with Differentiated is more

effective in teaching English specifically sonnet.

It would further appear that differentiated instruction was favoured by more

experienced teachers who were familiar with the curriculum they taught and who had
 29

received extensive training prior to implementing these methods in the classroom

(Affholder, 2003). In the light of these findings, it may be reasonable to investigate why

differentiation proved more popular with experienced teachers rather than their younger

counterparts.

RELATED STUDIES

In the study of Valiandes (2015) “Differentiated Instruction and

Constructive Learning Approach” found out that students made better progress in

classroom where differentiated instruction methods where systematically employed ,

compared to students in classroom where differentiated instruction method were not

employed . Based on findings, the quality of differentiated teaching being given by the

teacher has a great effect on students’ achievement as well as the systematic employment

of differentiated instruction methods in mixed ability classrooms in promoting equity,

optimization of quality and effectiveness in teaching. The respondents are the grade 10

students section M and P of Marigondon National High School.

In connection of this study researchers are going to conduct experiment using

differentiated instruction in a mixed ability classrooms in teaching selected sonnets to the

grade 10 students.

In research conducted by Koeze (2007) “Differentiated Instruction

(electronic resources): The effect on Students Achievement” it is evidently showed

that the differentiated instruction had a positive effect on students’ performance. Based

on the study, it had increased in performance and has an impact on student achievement,

and it is greatly suggested that the teacher using differentiated instruction should first
 30

administered a learning style inventory in their students before implementing

differentiated instruction because this learning inventory will provide the teacher with the

necessary information on how to differentiate lessons accordingly to the choice and

interest of the students. The respondents of this study are not only the students but also

the teachers.

In connection of this study the researcher get the students’ profile before

administering the differentiated instruction to the students in injecting the lesson which is

the sonnets.

According to Konstantino-Katzi (2013) “Differentiation of Teaching and

Learning Mathematics: An Action Research Study in Tertiary Education” found

that differentiated instructions were effective in improving students’ performance and in

enhancing their motivation and engagement. The Traditional method of teaching is

effective but it is not conducive to authentic activities that personalize learning for

differentiated instruction. Based on the observation of the researcher, the whole class was

being transformed into more interactive and livelier one and showed enthusiasm during

the interviews and has live participation throughout the grading period when the

differentiated instruction was applied. Through the differentiated instruction, the students

felt that they were given the chance to actually do and understand the sonnets and not feel

handicapped by any lack of prerequisite knowledge. Students felt they had constructive

interaction with their teacher and peers. As a result, differentiated instruction was shown

to be effective in improving students’ performance. The respondents are the section M

and P of Marigondon National High School. Wherein section M receives the Traditional
 31

Method or the control group while P receives the Differentiated Instruction or the

experimental group.

In connection of this study the researcher compares the English and Mathematics

subject in dealing to the students learning styles which is in discussing the lesson both

teachers who also utilized Differentiated Instruction and what may be the possible

outcome whether the students can cope up easily or not in the discussion.

In the study of Allock (2010) “Learning style in the classroom:

Educational Benefit or Planning Exercise” a study comparing learning styles to

academic ability as a basis or differentiation to improve the level of the students

performance of psychology students. In one class, learning activities were differentiated

by academic ability; in the other class, learning activities were differentiated by learning

style for one week, followed by a further class test. Both classes showed significant

difference in improvement between the two groups.

In connection to this study researcher select their respondents from mixed ability

class wherein this students are varied in learning style. This also to determine that

differentiated instruction is fit in teaching sonnets in heterogeneous students.

Dosch and Zidon (2014) the “Differentiated Instruction: The Course Fit Us”,

teacher-centered, traditional model of lecture-style teaching sets students up for failure.

The implementation of differentiated instruction in higher education to understand if

quantitative improvements were noted in a differentiated (DI) which the section P

classroom compared to non- differentiated classroom (NDI) which is the section P. The

two different section of the same Educational Psychology course taught by the same
 32

instructor. Findings showed, the DI group significantly outperformed the NDI group in

the combined assignments and the exams. However, only one assignments and one exam

showed significantly higher scores for DI group when examined individually. The DI

group perceived differentiated instruction methods as beneficial to their learning as noted

on the course evaluation and questionnaire. Research has found that implementation of

differentiated instruction can help not only in the students achievements but also in the

teaching performance of the teachers including their perceptions and attitudes.

In connection to this study, researcher suggested that teacher will utilize the

differentiated instruction in teaching sonnets.

In the study of Maeng and Bell (2015) “Differentiating Science Instruction:

Secondary Science Teachers’ Practices” based on the result paticipants implemented a

variety of differentiation strategies in their classroom with varying proficiency. Major

findings in the case study included the lack of professional development, time constraints,

how differentiated instruction meets the needs of all learners, the difficulties of learning

on how to initially implement differentiated instruction, and the belief that differentiated

instruction is essential for student success. Investigated the implementation practices of

secondary science teacher who differentiated instruction and all participants employed

differentiated instruction (DI) in the delivery of the lessons. Evidence suggested all

participants to used instructional modification that required little advance preparation to

accommodate differences in students; interest and learning profile. This descriptive study

investigated the implementation practices of secondary science teacher who differentiate

instruction. Participants include seven high school teacher purposefully selected from

four different schools located in mid-atlantic state the same study conducted by
 33

Robinson, Maldonado and Whaley 2014), it investigated how teacher participants from

an elementary school, a middle school and a high school successfully differentiate

instruction. Teachers’ understanding and knowledge in differentiating classroom are

crucial in achieving student’s success. The interviews explored participants’ perception

of how differentiated instruction has influenced their ability to successfully reach the

diverse needs of learners in their classroom.

In connection to this study, teacher must do the profiling to the students before

administering the differentiated instruction in order to hit the objectives you have to

accomplish.

In the study of Wan (2016) examined “Prospective Teachers’ teaching beliefs

toward Differentiated Instruction and Teaching Efficacy “. Changes in teaching

beliefs regarding differentiated instruction as well as teaching efficacy level were found

and more positive attitude toward differentiated teaching were noted. Though there are

some different concern in class management and conflicts with personal teaching beliefs,

this concern maybe related to practical experiences and confidence as well as

expectations for students.

In connection to the study, Wan’s Prospective Teachers’ teaching beliefs toward

Differentiated Instruction and Teaching Efficacy supports the idea that the students need

to be involved in different activities in order for them to show what they have and it has

great emphasis on learning. It also states that the student’s practical experiences and

confidence as well as expectations for students can have a big impact in the student’s

learning.
 34

Ma. Rita R. Aranda and Joel L. Zamora (2016) use “Differentiated Instruction

in Improving the Academic Performance of Students in Filipino Language”. Student

diversity inside the classroom challenges educators to create environment focused on

individual learning. Differentiated Instruction based on different learning style of each

student can facilitate individual learning. The purpose of the study was to investigate the

effectiveness of differentiated instruction in the academic performance in 10th Grade in

Filipino subject. In this study, quasi-experimental design was used to determine the

effectiveness of differentiated instruction in terms of improving the academic

performance of the students. The participants were purposively chosen for the control and

experimental group respectively.

In connection to this study teaching belief of teachers in administering

differentiated instruction in teaching sonnets help students to improve their performance

level.

In the study of Grasha-Riechmann “Student Learning Style Scale” (1974) , used

to identify learning style of the students which served as the basis for designing

differentiated activities in the Filipino subject. The experimental group received

differentiated instruction for two months while control group received the traditional

teaching instruction. The result revealed that the academic performance of the students in

the experimental group is higher compared to the control group. This study concludes

that differentiated instruction based on the different learning style was effective in

teaching the Filipino subject to 10th Grade students. Hence, the present study is very

similar in the study of Koeze (2007) and Allock (2010) that resulted in a positive effect of

differentiated instruction using learning style inventory as the basis of differentiation.

 35

Studies of Valiandes (2015), Konstantinou-Katzi et.al. (2013), and Dosch and Zidon

(2014) addressed the problem on the study diversity by using differentiated instruction

and the result of these studies confirmed that students made better progress compared to

the students in a non-differentiated classroom. The study of Maeng and Bell (2015),

Robinson, Maldonado, and Whaley (2014), and Wan (2016), addressed the teachers’

teaching beliefs, perception, attitudes and understanding on how to differentiate lessons.

Result revealed that there were positive attitude toward differentiated teaching and the

belief that differentiated instruction is essential for student success.

In connection among all this study the utilization of Differentiated Instruction is a

better way in teaching not just in teaching sonnets but in all the subjects.
 36

CHAPTER 3

RESEARCH METHODOLOGY

This contains the method used by the researchers to come up with information in

the study entitled “Differentiated Instruction in teaching 10th Grade Selected Sonnets”.

This part of the study presents the design of the study, how the list of possible effects are

chosen the instruments to be used and their validation and the analysis scheme which

includes the application of statistical tools for treatment of data yield by the study. This

chapter describes the method and procedure used in the study and the respondents of the

study.

Design

The researcher employs an approach which is the experimental research, it

involves manipulating one variable to determine if changes in other variables. Further,

experimental design researcher uses Pre-test and Post-test Design to determine whether

the groups are different before the manipulation start and the effect of manipulation. Pre-

test sometimes influences the effect researcher. This study is conducted to determine

whether Differentiated Instruction is effective in teaching sonnet specifically in Grade 10.

Through experimental research the selected section are group as the Control group and

the Experimental group which uses different prototype lesson plan with the same topic to

determine the effectiveness of Differentiated Instruction strategy in teaching Sonnet.

Subject
 37

The subjects are 40 Grade 10 selected students with the Use of the Simple

Random Sampling method for the study. It means that each subject are chosen randomly

and entirely by chance such individual has the same probability of being chosen at any

stage during the sampling process.

Out of 30 sections, two sections composed of forty-six (57) students per section

were purposively chosen for the control and experimental group, respectively. The

Distribution Table Follows:

Table 1: The Distribution Table of Subjects

Groups Respondents

Controlled 20

Experimental 20

Total 40

Environment

This study was conducted at Marigondon National High School which is one of

the high school in Lapu-Lapu City. It is located at Marigondon Road in the Municipality

of Lapu-lapu city (opon) in the province of Cebu, and in the region of VII-Central

Visayas. This school establishes on January 01, 1969, 50 years ago.

 38

Marigondon National High School already offered the new curriculum for the k-12

program. The passage of Republic Act No. 10533(Enhance Basic Education Act of 3013)

has ushered in a new era of education for Filipino pupils and students alike who will

journey learning through a new path designed, among other things, to be relevant to

different types of learners and produce globally competitive individuals

The glaring new element of K-12 is that there will be an additional two years of

senior high school. In other words, after completing junior high school (grade 7-10) there

will be another two years of specialized upper secondary education wherein students may

choose an area of specialization based on their aptitude, interest and school capacity.

The researchers choose Marigondon National High School to determine, how the

students will interact to the teacher if the teacher will utilize the Differentiated

Instructions in discussing the lesson and how the students enhance their academic

performance in absorbing the lesson.

Instrument

To be able to gather from the control and experimental group’s sufficient data for

analysis, the researcher utilized pre-test to determine student’s readiness before

subjecting them to instruction. The test came from adopted questionnaire wherein the

researchers search some related questions to their topic. This test is composed of 20

multiple choice and 10 items for test 2 which Analysis questions.

After the pre-test, an instrument on learning style inventory was administered to

determine students learning style to both groups. In this study, the Grasha-Reichmann

Student Learning Styles Scales (GRSLSS) was used. GRSLSS was developed to measure
 39

learning preferences of adults, undergraduate and above; it measures cognitive and

affective behaviors of students instead of perceptual and Studies in learning styles

initially developed as a result of interest in individual differences. These issues were very

much in vogue within investigatory psychology during the 1960s, enjoyed continuing

popularity during the early 1970s but have unfortunately past from vogue since then due

to our society's changed focus or evolution of professional interest. (Curry, 1983). After

applying the differentiated instruction a post-test was administered. The post-test is a 20

multiple choice and 10 items analysis and was made by the researcher based on the

adopted questionnaire

Data Gathering Procedure

Before the differentiation started, the researcher identified the learning profile of

the students by conducting pre-test that will show the readiness of the students using K to

12 Basic Curriculum modules and learning style inventory from Grasha-Reichmann

Student Learning Styles Scales (GRSLSS). This was administered to both control and

experimental groups during the class of January 4th quarter. The experimental group

inventory result was used in giving differentiated instruction while the result of the

control group was used only in comparing if there is a difference I learning styles of the

students in control and experimental group.

2.3.1 Control Group

The control group was given traditional or direct instruction in their English

Literature specifically Sonnets in 4th quarter using lecture method, teaching lessons and

conducting the same activities for all types of students learning styles.
 40

2.3.2 Experimental Group

After assessing the different learning styles of the students, the researchers

prepared the lesson according to (GRSLSS) styles of learning. The Student teacher

identified at least three learning styles of each student, for the reason that. Each can have

one or more learning styles. Every lesson was designed specifically for the characteristics

of each learning types of the students and made used of flexible grouping. For 1 week,

the experimental group was exposed to the differentiated instruction. During the

experiment, assessment, and test were given every day in order to determine whether or

not the instruction is receptive to the need of the students.

Statistical Treatment

The study used Thematic Content Analysis and T-Test of two Grouped data.

T-TEST OF TWO GROUPED DATA, It is a type of inferential statistic which

is used to determine if there is a significant difference between the means is two groups

which may be related in certain features.

The following statistical tests were used to answer the research hypothesis

1) To determine the students’ performance level, the t-test of single and small

sample was used.

2) For determining the mean gain or improvement of the students’ performance from

the pre-test to the post-test, the t-test of correlated samples was utilized.
 41

3) For comparison between the experimental and control groups in terms of post-

performance and mean gains, the following formula t-test of two independent

samples was employed. All statistical tests were done at 0.05 significance level.

The researchers used T-Test to determine if there was a significant difference of the

two groups and to test hypothesis of the study.

THEMATIC CONTENT ANALYSIS. It is one of the most common forms of

analysis in qualitative research. It is one way to examine patterns or themes within

data important to the description of a phenomenon or condition associated to a

research question. The researchers used this to identify the pattern of the subjects’

responses on their absorbing their lessons in using the Differentiated Instruction

utilized by the teachers. The researchers provided themes in the results of the

interview, examined and analysed the subject of the research throughout the

observation and interview towards the subject who were the Grade 10 students in

Marigondon National High School.

 42

CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the data which answered the questionnaire in this research.

The results were presented, analysed and discussed in this portion in the following

sequence.

The pre-test Performance Level of Grad 10 students section P and M in the

integration of Differentiated Instruction and Traditional method.

Table 2 presents the performance level of the Grade 10 students of Marigondon National

High School during the pre-test.

Table 2. The Pretest Performance Level of Grade 10 students

Test Statistics
Differe Qualitati
Groups n H.M. A.M. nce SD ve
* Betwee Computed Descript
n Tabledt ion
Means Value at

α = 0.05

20 22 14.65 7.35 14.45 27.89 2.064 Below

Differentia ** Average
ted
 43

20 22 12.55 9.45 13.56 34.80 2.064 Below

Traditional ** Average

*HM= 75% of the test items ** significant

For the pre-test, Table 1 shows that the students with differentiated instruction

obtained a mean of 14.65 and SD of14.45 while students on traditional method had a

mean of 12.55 and SD of 13.56. The computed t-tests of 27.89 and 34.80 are greater than

the tabled value of 2.064 for students on audio assisted reading and silent reading

respectively. This means that there was a significant difference between the hypothetical

and actual mean of the students. Both groups of students had Below Average

performance in English during the pre-test. Obviously, students from both the

differentiated and traditional methods reach did not reach the 75% standard criterion set

by DepEd. This below average performance may imply that since it was still a pre-test,

the students might have little or no learning at all in the lesson.

The Post-test Performance Level of Grade 10 Students in Marigondon National

High School

Table 3 shows the level of performance of the Grade 10 students during the post-

test and it will show to the table how the students enhance their academic performance in

the lesson. After the post-test that’s the time we will show if the Differentiated

Instruction is effective in teaching English subject specifically Sonnets in Grade 10

selected pupils section M and P.

 44

Table 3. The Post-test Performance Level of Grade 10 students

Test Statistics
Differen Qualitati
Groups n H.M. A.M. ce SD ve
* Between Computed t Descripti
Means Tabled on

Value at
α
= 0.05

Differentiat 20 22 17.50 4.5 5.11 12.98 2.064 Below

ed Average
Instruction

20
22 16.70 5.3 6.04 9.08 2.064 Below
Traditional Average
Method

*HM= 75% of the test items ** significant

From Table 3, for the post-test, the students with differentiated instruction

obtained a mean of 17.50 and SD of 5.11 while the students on traditional method had a

mean of 16.70 and SD of 6.04

 45

The computed t-tests of 12.98 and 9.08 are greater than the table value of 2.064

for the students with differentiated instruction and traditional method respectively which

means significant. This means that there was a significant difference between the

hypothetical and actual mean of the students. Both groups of students had Below Average

performance in the lesson during the post-test. This means that the students which are

exposed to differentiated learning and traditional method did not reach the 75% standard

criterion set by DepEd despite the intervention of the teacher in making the concepts

understood and applied in their daily living. This below average performance may imply

that since it is a post-test that the DepEd’s criterion might be too high for the students

taking into account their heterogeneous grouping of academic ability.

Mean Gain of the Grade 10 students Performance in Pre-test to Post-test

Table 4 reveals the improvement of the students from the pre-test to the post-test

Table 4. Mean Gain of the Performance Level of Grade 10 students

Test Statistics

Groups n Prete Postte D Sd

st st Computed t
Mea Tabled
n Mean
Value at

α = 0.05

20 14.6 17.50 2.85 6.3 16.56* 2.064

Differentiated 5 4
Instruction

Traditional 20 12.5 16.70 4.15 5.3 14.89* 2.064

 46

Method 5 1

* Significant

As can be seen from Table 4, the students with differentiated instruction showed a

mean gain of 2.85 and Sd of 6.34 The students on traditional method mean gain was 4.15

with Sd of 5.31. The computed tests of both groups are greater than the tabled value of

2.064 at α = 0.05, hence, significant, which means that there was a significant mean gain

for both groups from the pre-test to the post-test. Quantitatively, the group which was set

on differentiated instruction and those with traditional method improved their

performance in the lesson. This may imply that both techniques can enhance learning in

Grade 10 of Marigondon National High School and it shown at the table that both

strategy the Differentiated Instruction and Traditional teaching Method of teaching are

both can enhance the cognitive of the students in absorbing lesson specifically Literature

sonnets.

Table 5. Thematic Interpretation of Grade 10 Section M and P in Shakespearean

sonnet.

Group Interview Code Category Interpretation

.
• My love for • Season • Love matters on
Differentiated you is like a sun. • Warm season.
The warm
Instruction feeling I felt.
• Treasure • Value • Love teaches us
• Time may be how to value time.
short but we will
treasure it truly.
 47

• Can I compare • Good • Time • Love matters on

Traditional us to the good old days time.
old days?
Instruction
• The time we •Forget • Memory • Love is based on
have I shall not memory
forget

The subjects from Differentiated Instruction said that Love for them matters on

season and teaches us on how to value time. This interpretation of them gives them an

idea about love. Even though some of them never experience the feeling of being loved

but by merely looking and observing at those lovers they already have an idea on what

really love is. Sonnet 130 speaks about the beauty of the speaker’s lover. The poem also

offers the readers an alternative of what it likes to love a woman despite her

shortcomings. This sonnet written by William Shakespeare reflects on his love to a

woman, his poem gives us an idea on what are his experiences on love.

All women normally in poetry are belied with false metaphors to describe them,

but Shakespeare’s poem had not misrepresented his lover using fake metaphors to

describe her. He is illustrating to us that she is a normal woman and love is not based on

physical beauty, but rather their mental personality. The author knows women are not the

perfect beauties that they are portrayed to be and that men should love them anyway.

Shakespeare’s sonnet 130 reflects on what happened to the teenagers nowadays. The

sonnets give them an idea about love to an imperfect woman but still deserve to love.

She's definitely the star of this show. Every line refers to her, whether it's describing her

appearance or her smell or the way she walks. We learn a few things about her, like the
 48

color of her hair and her skin. In general, though, she's a little more like an idea than a

real person. This speaker sounds like the guy at the back of your class who is always

cracking jokes. He can't stand to do anything the way other people do, and even when

he's supposed to be serious, he has to find a way to poke fun. In this case, it feels like his

teacher has told him to write a love poem. He's finally done it, but not without making

fun of the whole idea of love poems.

Table 6. Thematic Interpretation of Grade 10 Section M and P in Petrarchan

sonnet.

Group Interview Code Category Interpretation

.
• Emotion • Love is based on
Differentiate • Lonely , quiet • Lonely emotion.

d Instruction • Everything has its • Importance • Love gives

end, whether it’s • End importance.
good or bad ending.

• I am all alone • Alone • Emotion • Love matters on

emotion.

Traditional • Even the last time • Importance • Love gives

we had I shall • Cherish importance
Instruction cherish it.

The subjects that the researchers interviewed about the Petrarchan sonnet said that

Love is lonely, love has an end and love teaches us to cherish it. This idea of them gives

us an idea that for them love is based on emotion and love gives importance. In reality,

the London 1802 The poet calls out to Milton, and wishes that he was still alive in the
 49

present day. Apparently, the speaker thinks that Milton could help England on the whole

out; he sees the country as a "fen” a kind of swamp full of gross standing water. You

know, the kind of gross marshy pond that's covered in algae and slime and warty

toads…nice. He's concerned with his perception that these things are no longer tied to the

"inner happiness" of the English people; in former days, they were fundamentally linked

to the rightful success of the nation – this is the "dower" (a kind of gift) that the speaker

refers to – but now these institutions have lost their meaning.the speaker declares that

"we" (the English people of his time) are selfish and debased, and he begs Milton to help

them get out of their slump.The speaker thinks that Milton could inspire the English to be

better all around – nicer, more virtuous, and more powerful. Milton was a very special

guy (according to the speaker, at least). The poet compares the older writer to a star,

something removed from the mass of humanity, and superior to the rest of us.The

speaker's not actually talking about Milton's speaking voice – instead, he's referring to his

poetic voice. Basically, he claims that Milton's poetry was as powerful and amazing as

the forces of the natural world, like the sea and the sky.Instead of continuing to rave

about Milton's hyperbolic virtues as a poet, the speaker takes the last few lines to let us

know that Milton was a good guy, too. Instead of getting all up on himself, he followed

"life's common way" just like the rest of us, and lived his life happily and virtuously.

Milton, according to the speaker, didn't just rest upon his laurels and get all arrogant

about how awesome he was; the closing lines of the poem emphasize his humble nature.

Instead of taking it easy, Milton took on "the lowliest duties" that is, he didn't avoid

unglamorous tasks.
 50

The Prototype Lesson Plan that the researchers proposed.

Republic of the Philippines

Department of Education
Region VII, Central Visayas
Division of Lapu-Lapu City
District 5
MARIGONDON NATIONAL HIGH SCHOOL
Marigondon, Lapu-Lapu City
Tel: 236-1396

Instructional Plan (IPlan) January11, 2019 (Monday)

Duratio
DLP No. 1 Learning Area: Grade Level: Quarter: n:
ENGLISH 10 4 60
minutes
Learning
Code:
Competency Explain the Literary devices used.
EN10LT-IId-2.2.2
/ies
Key
Concepts/
Understandi Explaining the Literary devices used.
ngs to be
Developed
1. Learning Knowledge Define the elements of Poetry.
Objectives: Skills Determine the rhyme scheme the rhythm in the poem.
Attitude Appreciate the theme of the poem through the different
creative activities.
Values Makatao: Students will have the eagerness to do the task
that the teacher gives.
2. Content The Elements of Poetry.
3. Learning Grade 10 English book “Celebrating Diversity Through World Literature”
Resources
4.
Procedures
Introductory Checking of Attendance Recapitulation.
Activity Students will get their book in English.
 51

Teacher will play music. Suddenly

Activity Teacher ask question to students. What can you observe while listening to that
music?
Answer: It has a Rhyme Sir.
Teacher will ask these question to students:
What is sonnet all about?
In your own words what is Rhyme?
Analysis What is Rhythm?
What is Shakespearean Sonnet?
What’s the difference between the Shakespearean Sonnet and Petrarchan
Sonnet?
Answer will vary!
Sonnet is derived from the Italian word “sonetto,” which means a “little
song” or small lyric. In poetry, a sonnet has 14 lines, and is written in iambic
pentameter. Each line has 10 syllables. It has a specific rhyme scheme, and a
volta, or a specific turn.
Rhyme is a popular literary device in which the repetition of the same or
similar sounds occurs in two or more words, usually at the end of lines in
Abstraction poems or songs..
Rhythm In literature, rhythm is the pattern of stressed and unstressed beats.

Sonnet 130
The Teacher will group the class into 5 groups. Each group has a role for
Group 1 will be the Singers
Application Group 2 will be the Rappers
Group 3 will have the Reading a Manuscript
Group 4 will have the Dancing
Group 5 will have Acting.
They are to present their giving task. They are to be graded according to the
given criteria:
Assessment Delivery =30
Mastery =10
Confidence=10
Total = 50 points
Student will search some poems and if they have one they will get the rhyme
Assignment
words and they will write it in short bond paper.

Concluding Poetry comes from the highest happiness or the deepest sorrow.
Activity

5. Remarks
 52

Prepared by:
Name: Vincent A. Bensi School: Marigondon National High School
Position/Designation: Student Teacher Division: Lapu-Lapu City
Contact Number: 09218149024 Email Address: bensivann18@yahoo.com
Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Lapu-Lapu City
District 5
MARIGONDON NATIONAL HIGH SCHOOL
Marigondon, Lapu-Lapu City
Tel: 236-1396

Instructional Plan (IPlan) January11, 2019 (Monday)

Duratio
DLP No. 1 Learning Area: Grade Level: Quarter: n:
ENGLISH 10 4 60
minutes
Learning Code:
Explain the Literary devices used.
Competency/ies EN10LT-IId-2.2.2
Key Concepts/
Understandings Explaining the Literary devices used.
to be Developed
1. Learning Knowledge Define the elements of Poetry.
Objectives: Skills Determine the rhyme scheme the rhythm in the poem.
Attitude Appreciate the theme of the poem through the different
creative activities.
Values Makatao: Students will have the eagerness to do the task that
the teacher gives.
2. Content The Elements of Poetry.
3. Learning Grade 10 English book “Celebrating Diversity Through World Literature”
Resources
4. Procedures
Introductory Checking of Attendance Recapitulation.
Activity Students will get their book in English.

Activity Teacher let the students read the quotation posted at board and give their own
interpretation.
Teacher will ask these question to students:
Analysis What is sonnet all about?
In your own words what is Rhyme?
What is Rhythm?
 53

What is and Petrarchan Sonnet?

What’s the difference between the Shakespearean Sonnet and Petrarchan
Sonnet?
Answer will vary!
Sonnet is derived from the Italian word “sonetto,” which means a “little song”
or small lyric. In poetry, a sonnet has 14 lines, and is written in iambic
pentameter. Each line has 10 syllables. It has a specific rhyme scheme, and a
volta, or a specific turn.
Rhyme is a popular literary device in which the repetition of the same or
similar sounds occurs in two or more words, usually at the end of lines in
poems or songs..
Rhythm In literature, rhythm is the pattern of stressed and unstressed beats.
Abstraction

Petrarchan Sonnet
Application The teacher will give students 20 minutes to write their own Analysis about the
Petrarchan Sonnet.
Assessment Students will show their works by reading it in front of the class.

Student will search some poems and if they have one they will get the rhyme
Assignment
words and they will write it in short bond paper.

Concluding  Poetry comes from the highest happiness or the deepest sorrow.
Activity

5. Remarks

Prepared by:
Name: Vincent A. Bensi School: Marigondon National High School
Position/Designation: Student Teacher Division: Lapu-Lapu City
Contact Number: 09218149024 Email Address: bensivann18@yahoo.com
 54

Chapter 5

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

This chapter gives the summary, findings, conclusion and recommendations

drawn from the data through the research instrumental and statistical analysis.

Furthermore, the Prototype lesson plans are highly recommended for this study.

Summary

The performance level of the Grade 10 students during the pre-test in

differentiated instruction obtained a mean of 14.65 and SD of14.45. The students in

traditional method had a mean of 12.55 and SD of 13.56. The computed t-tests of 27.89

and 34.80 are greater than the tabled value of 2.064 for students on differentiated

instruction and traditional teaching method respectively.

The performance in the post-test shows that students in differentiated instruction

obtained a mean of 17.50 and SD of 5.11. The students in traditional method had a mean

of 16.70 and SD of 6.04. The computed t-tests of 12.98 and 9.08 are greater than the table

value of 2.064 for the students with differentiated instruction and traditional method

respectively.

There is a significant difference between the pre-test and post-test of the groups as

can be seen from table 3. The students with differentiated instruction showed a mean gain

of 2.85 and SD of 6.34. The students on traditional method showed a mean gain of 4.15
 55

with SD of 5.31. The computed tests of both groups are greater than the tabled value of

2.064 at α = 0.05, which means that there was a significant mean gain for both groups

from the pre-test to the post-test.

Based on the findings, we recommended a sample lesson plan that used during the

one week lesson discussion.

Conclusion

It is noted that within each category of learning styles students performed better

when the differentiated instruction was administered as it is encouraging for supporting

academic needs of diverse students in the classroom and it is an effective method of

teaching English subject specifically sonnets for it gives students many opportunities to

excel in all their performances. The results verified that differentiated instruction

displayed a significant difference in the test scores of grade 10 students. Based on

observation, students in the experimental group were motivated and enthusiastic in

learning because the lessons prepared for them are according to their learning styles.

Recommendation

The teacher should be given training on how to differentiate instruction because

the preparation of designing everyday lessons that fit each learning styles of the students

is not easy. Using differentiated instruction is a great challenge to all teachers especially

in the Philippines that has a big number of students per class and also the continuous

training and professional development of the teachers on how to differentiate lessons.

Differentiated instruction takes a great deal of time for the instructor to adjust and create

additional content because of the effectiveness of differentiated instruction, instructors

 56

should spend their time on other teaching methods that are more effective and less time-

consuming. The researcher came up with a prototype lesson plan that was used during

the one week lesson discussion.

REFERENCES

Online Journals

Affholder, L. P. (2003). Differentiated instruction in inclusive elementary

Classrooms – published thesis Ed. D. University of Kansas, Kansas. Retrieved

from:https://www.researchgate.net/publication/263389750_On_the_Effectiveness

_of_Differentiated_Instruction_in_the_Enhancement_of_Iranian_Learners_Readi

ng_Comprehension_in_Separate_Gender_Education

Allcock, S. and Hulme, J. (2010). Learning styles in the classroom: Educational

Benefit or planning exercise?Psychology Teaching Review. v16 n2 p67-79 2010

. Retrieved from:https://eric.ed.gov/?id=EJ920100

Corwin. Koeze, P. A. (2007). Differentiated Instruction: The effect on

student achievement in an elementary school. Master’s thesis and doctoral

dissertation.Paper 31.Retrieved from:https://commons.emich.edu/theses/31/

Dosch, M., and Zidon, M. (2014). "The Course Fit Us": Differentiated Instruction

In the College Classroom. International Journal of Teaching and Learning in

Higher Education, Vol26 n3 p343357 2014. 15 pp.Retrieved

from:https://www.scribd.com/document/391498967/School-Form-10-SF10-SHS-

Senior-High-School-Student-Permanent-Record-1
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Grasha, A. F. (1996). teaching with style: A practical guide to enhancing learning

by understanding teaching and learning styles. Pittsburg: Alliance Publishers.

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Gregory, G. H. & Chapman, C. (2013).Differentiated instructional Strategies.

USA:Konstantinou-Katzi, P., Tsolaki, E., Meletiou-Mavrotheris,M. and

Koutselini, M(2013). Differentiation of teaching and learning mathematics: an

action research study in tertiary education. International Journal of Mathematical

Education in Science & Technology. Vol. 44 Issue 3, p332-349. 18p. K to 12

Curriculum, 2016. Republic of the Philippines Department of Education

Retrieved from: http://www.deped.gov.ph/mandate Ladson-Billings, G. (1994).

The Dreamkeepers: Successful teachers of African American Children. San

Francisco: Jossey-Bass.

Lewis, S. & Bates, K. (2005).How to implement differentiated instruction .Journal

of Staff Development, 26(4), 26-31.Retrieved from:

Lim, C. P. (2005). Classroom management issues in information and

communication technology (ICT)- Mediated Learning Environments: Back to

Basics, Journal of Educational Multimedia & Hypermedia 14, (4),

391414.Retrievedfrom:https://www.researchgate.net/profile/Sadeguel_Altun/publ
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ication/263588990_Classroom_Management_in_Middle_School_Computer_Labs

_The_Turkish_Experience

McAdamis, S. (2001). Maeng, J. L. and Bell, R.L.(2015). Differentiating Science

Instruction: Secondary science teachers' practices.International Journal of Science

Education. Vol. 37 Issue 13, p20652090. 26pRetrieved

from:.https://files.eric.ed.gov/fulltext/EJ1121601.pdf

Morgan, H. (2014). Maximizing student success with differentiated learning. The

ClearingHouse,87:34-

38Retrievefrom:.https://www.researchgate.net/profile/Martha_Mcclain_Phd/post/In_teac

hing_engineering_subjects_what_is_your_experience_of_dealing_with_students_struggli

ng_with_the_maths/attachment

Muthomi, M. W. &Mbugua, Z. K. (2014). Effectiveness of differentiated instruction

on secondary school students achievement in mathematics. International

Journal of Applied Science and Technology, 4, 116-122.

www.ijastnet.com/journals/Vol_4_No_1 _January_2014/12.pdf Philippine

Education For All 2015: Implementation and Challenges,. Retrieved from:

http://planipolis.iiep.unesco.org/upload/ Philippines/Philippines_EFA_MDA.pdf

Robinson, L., Maldonado, N. and Whaley, J. (2014). Perceptions about

Implementationof Differentiated Instruction. Paper presented at the Mid-South

Educational Research (MSERA) Annual Conference.

Sternberg, R. J., Torff, B., &Grigorenko, E. (1997). Teaching for successful intelligence

raises school achievement. Phi Delta Kappan, 79(9), 667-669.

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Subban, P. (2006). Differentiated instruction: A research basis. International

Education Journal.7, 935947.Retrieved from pearlsubban@iprimus.com.au.

Tomlinson, C. et al. (2003). Differentiating instruction in response to student

readiness, interest, and learning profile in academically diverse classrooms: A

review of the literature.Journal for the Education of the Gifted.

Tomlinson, C. (1999). The differentiated classroom: Responding to the needs of all

learners. Alexandria, VA. Association for Supervision and Curriculum

Development.

Valiandes, S. (2015). Evaluating the impact of differentiated instruction on literacy

and reading in mixed ability classrooms: Quality and equity dimensions of

education effectiveness. Studies in Educational Evaluation.Vol. 45, p17-26. 10p.

Wan, S. W. (2016). Differentiated instruction: Hong Kong prospective teachers’

teaching efficacy and beliefs. Teachers & Teaching. Vol. 22 issue 2, p148-176.

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Dep-Ed-Bureau of Secondary Education Curriculum DevelopmentDivision.Celebrating

DiversitythroughworldLiterature.Retrievedfrom:https://www.scribd.com/document/3535

77216/Celebrating-Diversity-Through-World-Literature-Module-3
 60

APPENDIX A
 61

January 9, 2019

FATIMA RICHELL EVIOTA, MA.Ed.

OIC-Office of the College President
Cordova Public College

Madam,

I would like to ask your approval and consent to conduct our study entitled “MTB-MLE
Implementations of selected elementary schools in Cordova District: Basis for
interventions” as part of the requirement of the Bachelor of Education Program of which
I am currently enrolled in Cordova Public College.

I am hoping for a positive response.

Thank you.

Respectfully yours,

VINCENT BENSI
Head Researcher

Noted By:

VONN CLYDE NUNEZ

_____________________
Research Adviser

FATIMA RICHELL EVIOTA, MA.Ed.

OIC-Office of the College President
Cordova Public College
 62

APPENDIX B

SURVEY QUESTIONNAIRE

Name: _____________________________ Age: ________________________

Year & Section: _____________________ Gender: ______________

Test I Multiple Choice

Direction: Read the poem carefully and answer the following questions.

1 Let me not to the marriage of true minds

2 Admit impediments. Love is not love
3 Which alters when it alteration finds,
4 Or bends with the remover to remove:
5 O, no! it is an ever-fixed mark,
6 That looks on tempests and is never shaken;
7 It is the star to every wandering bark,
8 Whose worth's unknown, although his height be taken.
9 Love's not Time's fool, though rosy lips and cheeks
10 Within his bending sickle's compass come;
11 Love alters not with his brief hours and weeks,
12 But bears it out even to the edge of doom.
13 If this be error and upon me proved,
14 I never writ, nor no man ever love
1. The word ‘impediments’ means?
a. hindrances
b. fears
c. lies
d.mistakes

2. The marriage of true minds refers to:

a. a union that is faithful b. this is a literal reference to the personification of two
minds getting married
c. forever love d. refers to couple
 63

3. in sonnet 116, an alter refers to the place in the church where a priest or minister
marries a couple or addresses a church.
a. true b. false
c. maybe d. none of the above

4. In sonnet 116 Shakespeare compares love to:

a. an ever fixed mark that looks on tempests and is never shaken
b. a star to every wandering bark
c. both of these statements
d all of the above

5. When Shakespeare compares love to: “it is an ever-fixed mark, That looks on
tempest and is never shaken; it is a star to every wandering bark,” What type of
comparison is Shakespeare using?
a. simile b. metaphor
c. simile and metaphor d. personification

6. In this sonnet 116 by William Shakespeare it explains?

a. explains what true love is and explains what it is not
b. explains the problem with not finding true love and explains how to find it.
c. explains the problem with true love and how to fix it.
d. explains how he actually has never written anything and no one has ever really been in
love.
7. The last two lines of this sonnet 116 explains?
a. explain the solution to the problem in the sonnet
b. dare the reader to prove that Shakespeare wrong
c. explains nothing
d. explains how the author wants us to know

8. According to sonnet 116 Shakespeare does not believe true love exists?
a. true b. false
c. maybe d. all of the above

9. What form does the poet used in sonnet 116?

a. Shakespeare sonnet
b. Petrarchan sonnet
c. metrical sonnet
d. sonnet

10. What is the rhyme scheme that Shakespeare used in his sonnet 116?
a. ABAB CDCD EFEF GG
b. AABB CCDD EEFF GG
c. AAAB CCCD EEFGG
d. ABBA CCDD EEEF GG
 64

11. in sonnet 116 its spoken to

a. first person
b. second person
c. reader
d. author

12. The tone of the sonnet 116 talks about;

a. Confident, Scared and Passionate
b. Adement, Confident, Passionate
c. Passionate and Adement
d. Adement and Confident

13. What line talks about personification?

a. Alters when it alteration finds
B.ever-fixed mark
c. the star
d. bending sickle’s

14. What line talks about metaphor?

a.bears it out even to the edge of doom
b. Alters not with his brief
c. Time-Grim Reaper
d. Love of the minds

15. The Marriage symbolizes?

a. deep understanding between two equals, rather than a mere legal bond
b. couples love
c. between the men and women who loves each other
d. none of the above.
16. During what art movement did Shakespeare write this sonnet?
a. Medieval period
b. The Renaissance
c. Early Birth
d. Early 90’s
17. How is love presented by Shakespeare?
a. Eternal and everlasting
b. Everlasting till end
c. until the end of the world
d. Last of the line
18. Shakespeare presents a battle between love and time. Which of these 2 aspects is
presented as the stronger force?
A. Time b. Love
c. Time and Love d. None of the above
19.How many lines make up the sonnet?
a.16 b.10 c.14 d. 11
 65

20.What is a stanza of 4 lines called?

a. Volta b. Voltes Five
c. Quatrain d. Couplet

Test II Analysis
Directions: Write your own interpretation of every lines.
Shakespearean Sonnet
1. Shall I compare thee to a summer's
day?

2. Thou art lovelier and more temperate:

3. Rough winds do shake the darling

buds of May,

4. And summer's lease hath all too short

a date:

5. Sometime too hot the eye of heaven

shines,

Petrarchan Sonnet
1. Being one day at my window all
alone,

2. At my right hand a hyndeappear’d to

mee,

3. Two eager dogs did her pursue in

chace.

4. That at the last, and in short time, I

spide,

5. Of which the one was blacke, the other

white:
 66

APPENDIX C

MAP OF THE STUDY

11
 67

Figure 2. Map of the Study

APPENDIX D

Sample Lesson Plan for Control Group

(K-12 Lesson Guide)

(Without the Integration of Physical Activities in the Enhancement of Grade 10 English

Literature specifically Sonnets)

January 28, 2019

I. Objectives:

At the end of the day, the students are expected to:

Name and describe all the parts of the poem

Identify the elements of the poem; rhyme scheme, rhythm, theme etc.

Show appreciation about the theme of the poem

II. Shakespearean and Petrarchan Sonnets

(Sonnet 104 and London 1802)

III. Materials
 68

Chalk and Talk

IV. Instructional Strategies

Whole class Discussion

V. Procedure

A. Preliminary Activities

1. Check the attendance

2. Discuss briefly the short history of Sonnets.

B. Lesson Proper

1. Ask the students in their own understanding what is sonnet? And what

are the possible forms of sonnets.

2. Introduce them the elements of the Poem:

Rhyme Scheme

Rhythm, Theme etc.

3. Tell the students to create their own analysis about the giving poem.

4. Give them time to think on what are the possible symbols that can be

found in the poem and what the possible meanings of those symbols

are.

C. Main Activity: With the teacher guidance the students need to make their

own analysis. At least two to three paragraph long.

D. Closure Activity: Evaluation of the activity.

Assignment: Study and Read more Poems

 69

Sample Lesson Plan for Experimental Group

“Showing Love and Respect for one another”

January 26, 2019

Lesson Title: Be Part of the Generation (English Literature)

Grade Level :10 P (Experimental Group)

Teaching Location :Marigondon National High School

Lesson Goal: :With the Differentiated Instruction that teacher utilized in discussing

the lesson, students will work together and showing their capability to

cooperate in every activity in terms of analyzing Literature specifically

sonnets.

Instructional Objectives:

Psychomotor: Students will perform the designated activity; Reading a manuscript, Singing,

Rapping and Acting

Cognitive: Students will identify the elements of the poem and the factors that poet used in

their poems

Affective: Students will able to appreciate the message of the poems giving by the teachers.
 70

Lesson Materials: Visual Aids, presentation area, prepared questions, rubrics for rating

Lesson Flow

A. Preliminary Activities

1. Check the attendance of the students

2. Simple recall what the lessons taken

3. Give a one question that would relate to the topic

B. Lesson Proper

1. Teacher will discuss the elements of the poem and the structure of the poem.

2. Introduce the main types of sonnet which are the English sonnet and Italian

sonnets.

3. The elements of the poem;

Rhyme scheme: is the pattern of rhymes at the end of each line of a poem or song. It

is usually referred to by using letters to indicate which lines rhyme; lines designated

with the same letter all rhyme with each other.

Rhythm : he word rhythm is derived from rhythmos (Greek) which means,

“measured motion.” Rhythm is a literary device that demonstrates the long and

short patterns through stressed and unstressed syllables, particularly in verse form.

C. Main Activity

With the teachers assistance the class will be grouped into 4 groups and each group will

have a particular area for their presentation the group 1 will have the Singing, group 2 will
 71

be the Rapping, the group 3 will be the Acting and the last group will have the Reading a

Manuscripts.

Rubrics for the Presentation:

Delivery: 10%

Presentation: 10%

Content: 20%

Audience impact: 10%

______

A total of 50%

D. Closure Activity: Evaluation of the Activity

E. Assignment: Search a Shakespearean sonnet and Petrarchan sonnet.

 72

APPENDIX E

DOCUMENTATION

Students from Experimental and Control Group:

 73

CURRICULUM VITAE

Melanie Jane Daan commonly called as “MJ”, is a student of Bachelor of

Secondary Education Major in English at Cordova Public College, she is enrolled for her

second semesters and now a 4th year Education student.

 74

Becoming a professional teacher soon so the research that we conducted which is

entitled “Differentiated Instruction in teaching 10th Grade selected sonnets” is useful for

my teaching career. This study will give me an idea on what are some things that I need

to do for me to become a productive and effective teacher soon. She already has an idea

on what are the kinds of students that I have to handle in the future. This study also gives

her a glimpse on the different learning styles that every student possesses. Her experience

while conducting their research is a hard one because she needs to be fully prepared in

every aspect in her life specially the physical strength and financial aspect. This research

made her realize that in order for me to become a successful person she need to undergo

on difficult situations that will make her a strong and dedicated person. All this things

will not be possible without the help of our Almighty God who provides everything that

she needs. ALL GLORY AND HONOR BELONGS TO GOD ONLY. Godbless

CURRICULUM VITAE

Thea Rica A. Sususco fondly called as "THEA" is a student of Bachelor of

Secondary Education Major in English at Cordova Public College, she is enrolled for her

second semester and now a 4th year student of Education.

 75

She is a future educator. We conducted a research which is entitled

“Differentiated Instruction in Teaching 10th Grade Selected Sonnets” that is useful for

my teaching career. This study will give me an idea on what are the things that I need to

do to become a productive teacher in the future. She was able to learn that every students

have different learning styles in terms of understanding lessons. This research made her

realize that in making a research you need to be physically, emotionally, mentally and

financially ready and you need to work as one because you cannot make the research

successful if there is no cooperation and teamwork. After conducting the research, she

already have an idea on how to let students cooperate and enjoy the lesson well that will

meet their interest and won't get bored. All this things will not be possible and will not be

able to work without the guidance of our Almighty God who guide and helps us finish

this research.

CURRICULUM VITAE

I’m Sweet G. Tamarra, a 4th year student of Cordova Public College taking up

Bachelor of Secondary Education Major in English.

 76

I learn in this study entitled “Differentiated instruction in teaching 10th Grade

selected Sonnets” that as future teacher we must consider the variety of students in terms

of their capacity, their skills and their learning styles. And as the result of this study we

found out that students teach more when we cater them the activity that builds their

interest. As a teacher soon it is not new to us that students learn in different way and we

must adopt to that Environment, we must be versatile enough to adjust according to how

the students learn. Together with my group we experience difficulties in conducting this

study the financial and time constraints and we face problems but still we encourage

ourselves to strive hard. There comes a time that we almost lose hope and ended up

arguing with each other but still thankful that we made it.

CURRICULUM VITAE
 77

Princess Ella Tumakay commonly called as “Ella”, is a student of Bachelor of

Secondary Education Major in English at Cordova Public College, she is enrolled for her

second semesters and now a 4th year Education student.

Being a kind of a student who easily learns by performing in front is quite

challenging. She got a big privilege to be part of this research it is because as a future

educator it gives her an idea on how to handle a student like her. This study gives her the

idea that every student learned in their own ability. In addition, they are easily learned

when the lesson are based in real life or they experience it. She experienced during

conducting our research was quite challenging. She learned to be patient not only to the

students but also to my co members. This research allows her to experience how to be

independent and to be strong.

CURRICULUM VITAE
 78

Jocelyn Compas, usually called as “Lyn” is a graduating student of Bachelor of

Secondary Education Major in English at Cordova Public College. She is enrolled for her

second semester and now 4th year graduating student.

She is currently done taking up for her Practice Teaching at Cordova National

High School. She handled 4 section in Grade 8 students.

Her research is untitled “Differentiated Instruction in Teaching 10th Grade

Selected Sonnets”. Her study deals with the effectiveness of differentiated instruction in

terms of improving the academic performance of students. And also her study will help

the teachers in implementing their lesson to the students more effective.

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I'm Christine Mae R. Loria usually called "Tintin" is a student of Bachelor

Secondary Education major in English at Cordova Public College she is enrolled for her

second semester and now a 4th year education student.

She is competently passed the NC2 Computer Hardware Servicing in Technical

Education and Skills Development Authority (TESDA) last 2014.

In the last year of her college she was assigned to have her practice teaching in

GNHS (Gun-ob National High School).

The research that she had conducted which is entitled "Differentiated Instruction

in Teaching Grade 10 selected sonnets give her an idea how to handle students in

different learning styles this study has certainly been one of the most challenging

endeavors she have undertaken in time as a college student.

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Vincent Ando Bensi usually called as "Vann" is a graduate of Bachelors of

Secondary Education Major in English at Cordova Public College and He lived at

Kalawisan Zone KasagLapu-Lapu City He is the youngest of the House and only Boy.

He graduated his High School days at Babag National High School and for his

Elementary Days at Kalawisan Elementary School.

For Him soon becoming a Professional Teacher it is not easy because they are

engaging different learners and different type learning styles. The title of their Study is

"Differentiated Instruction in teaching 10th Grade Selected Sonnet" where they need to

learn what are those skills that the learners have and they want to know also if how ready

is them in dealing the everyday lessons. The study aims to determine if what strategy that

the students need in absorbing the lessons and how they will easily cope up the topic. But

for him all are possible they make it until the end because of the help of our Almighty

God who always there for them Support Guidance and everything they all make things

possible.

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Marie Fe Resurrecccion fondly called as “FE” is a student of Bachelor of Secondary

Education Major in English at Cordova Public College, she is enrolled for her second semester

and now a 4th year students of Education.

A future teacher. The research that we conducted which is the entitled “Differentiated

Instruction in Teaching 10th Grade Selected Sonnets” is useful for my teaching career. This study

will give me an idea on what are things that I need to do to become a productive future teacher.

She already has an idea on what are kinds of students that I have to handle in the future. This

study also gives her a glimpse on the differentiated learning styles that every students possesses

.Her experience while conducting their research is a hard one because it needs to be fully

prepared in every aspect in her life specially in physical, mental, emotional and the financial

aspect. This research made her realize that in order for me to become a successful person she

need to undergo on difficult situation that will make her a strong and dedicated person. All this

things will not be possible without the guidance of our Almighty God who provide everything to

finish this research.