DIFFERENTIATED INSTRUCTION

STRATEGY TOWARD GRADE 10

STUDENTS’ SELF EFFICACY AND ITS
RELATIONSHIP TO THEIR ENGLISH
PERFORMANCE
December, 09, 2019

Prepared by NINA NERIE N. DOMINGO

Prayer
 VISION
By 2024, WU-P is a Methodist
institution of learning that fosters
academic excellence, transformative
research, servant leadership,
environmental stewardship and globally
competitive healthcare services imbued
with social holiness.
 MISSION
Wesleyan University – Philippines
provides quality education and
compassionate health care services
imbued with Wesleyan spirituality, to
produce graduates committed to the
healing of persons and the whole of
creation for the glory of God.
 Rationale
In modern education, the nations are
more responsive to students’ needs and
more concerned to economic, political,
social and technological aspects in which
will prepare them to their future societal
roles. Teachers minimized the use of
traditional teaching strategies and already
feeling the pressure in preparing more
interactive and useful activity for the
students.
 Steve Armstong (2013)
emphasized the importance of
strategies in teaching, to help students
learn the desired course content and be
able to develop achievable goals in the
future. And according to Laraib Nasir
Jalbani (2014), it depends on the
teacher to plan and use effective
strategies for its instructional
deliverance.
 However, complete resources and
teachers’ preparedness cannot give 100%
assurance that learning will take place. The
true challenge for education is not just
providing access, but also ensuring
progress. Hence, after all the effort and
preparation of the teacher in doing the
strategy, it did not meet its purpose. There
is still problem in student’s self-efficacy that
cause to lower their performance in English.
 Moreover, people who have high self-
efficacy beliefs in a particular domain, “act,
think, and feel differently” from those with
low self-efficacy (Bandura, 1984). They are
more persistent, more effective, and more
self-regulated (Magno, 2008; Pajares &
Urdan, 2006). English self-efficacy is
commonly defined as the individuals’ beliefs
or perceptions regarding their abilities in
English. Research has demonstrated that
many students have learning difficulties and
show poor performance in English.
 It is therefore important to understand
the influence of differentiated instruction to
students’ levels of self-efficacy and its
relationship to their English performance. The
researcher believes that knowing the effects
and relationship among variables will help the
teachers to level up students’ self – efficacy
and determine the best use of differentiated
strategy that will lead to the increase of
English performance among students.
 Theoretical Framework
This study was based on different
model of several developmental theorists
who focus on the importance of using
student interests to hook learners,
connecting learning with real life
applications and providing instruction that
is at students’ developmental level (Lev
Vygotsky, Howard Gardner, John Dewey) and
also the theory of self-efficacy, as
presented by Bandura (1977).
 Profile of Respondents
 Sex
 Age
 Family Income
 Father’s Educational
Differentiated
Attainment Levels of
Instruction
 Mother’s Educational Students’ Self
Attainment Strategy
Efficacy
 General Average

English Performance

Figure 1. Research Paradigm

 Statement of the Problem
This study aims to assess the effectiveness of
differentiated instruction strategy toward respondents’
levels of self-efficacy and its relationship to their
English performance.
Specifically, the study seeks to answer the
following questions:
• How may the profile of the respondents be described
in terms of:
1.1 sex; 1.5 mother’s educational attainment; and
1.2 age; 1.6 general average?
1.3 family income;
1.4 father’s educational attainment;
• How may the respondents’
performances in English be described?
• How may the differentiated instruction
strategy in English be described?
• How may the respondents’ level of self-
efficacy in English be described?
• Is there a significant relationship
between the students’ profile and the
differentiated instruction strategy,
levels of their self-efficacy, and
performance in English?
• Is there a significant relationship
between the respondents’ level of self -
efficacy and the differentiated
instruction strategy in English?
• Is there a significant relationship
between the respondents’ levels of self-
efficacy in differentiated instruction
strategy and their English performance?
• What Differentiated Instruction plan
may be proposed as an output of the
study?
 Research Methodology
Research Design
This study was a quantitative research, a type of
educational research in which the researcher decides
what to study and used quota sampling. This type of
research asks specific narrow questions, collects
data from participants, analyzes numbers using
statistics and conducts the inquiry in unbiased,
objective manner (Wadsworth, 2010). It was utilized
to determine the relationship between the socio-
demographic profile of the respondents and the
differentiated instruction strategy and self- efficacy
within the population.
 Research Design
The profile and English performance of
the students were described using frequency,
weighted mean, and percentage distributions.
The differentiated instruction strategy and
levels of students’ self-efficacy were described
using weighted mean and verbal descriptions.
Significant relationships among the
different variables were analyzed using
Pearson Product Moment Correlation and
Spearman’s rho.
 Sample and Sampling Procedure
This study used quota sampling technique.
First, the researcher identified the three secondary
schools at Gabaldon, Nueva Ecija, after identifying
the schools; the researcher determined the section
in Grade 10 with 50 students. The respondents in
the study were consists of 1 50 Grade 10 students
who were enrolled in English 10 during the
Academic Year 2019-2020 at F.Buencamino Sr.
Integrated School, Gabaldon Vocational Agricultural
High School and Ligaya National High School. This
study was expected to end after the respondents
completed the data to be collected and all the
information was submitted.
 Research Instrument
The fundamental tool that was used in gathering data
was the questionnaire supplemented by extensive library and
internet works. The researcher based and adapted the
questionnaire on the Academic Self- Efficacy and Efficacy for
Self-Regulated Learning by Zimmerman, Bandura, and
Martinez-Pons, (2001) in determining the students’ levels of
self-efficacy in English and from the Corinthian: The Journal
of Student Research at GCSU for the differentiated
Instruction Strategy Questionnaire. The first part of the
questionnaire comprised the respondents’ profile in terms of
sex, course, age, monthly family income, and parents’
highest educational attainment. The second part of the
questionnaire consisted of items to measure the knowledge
about the differentiated instruction strategy and levels of
students’ self-efficacy in English.
 Data Gathering Procedure
Prior to the actual data collection, the
researcher requested permission from the School
Principal of F.Buencamino Sr. Integrated School,
Gabaldon Vocational Agricultural High School and
Ligaya National High School with letter signed by
the researcher, and the adviser. After approval of
the letter, the researcher started the data
collection. Fifty Grade 10 students in each school
will participate in the study. A total of one
hundred fifty Grade 10 students who are presently
enrolled will be used as a sample in conducting
the survey.
 Data Gathering Procedure
The researcher will also as also asked
permission from the students to be made aware that
their involvement is voluntary. The respondents were
free to withdraw from any active data collection at any
point without pressure or fear of retaliation. If the
respondents agree to take part in the study, the
information to be learned may be beneficial in the
future. The selection of sample was done in order to
eliminate some possible conflicts with the data
particularly in their English performance and the level
of self- efficacy. Each of the respondents was given a
questionnaire to answer. The answer of the students
was kept strictly confidential and was not identified by
name.
 Data Gathering Procedure
As far as data collection tools were
concerned, the conduction of the research
involves the use of standardized questionnaire,
which was used as a guide for the researcher.
Some certain questions were prepared, so as
for the researcher to guide the survey towards
the satisfaction of research objectives.
After collecting all the data the
researcher, and with the help of the statistician
tabulated and tallied the survey.
 Statistical Treatment of Data
The profile and English performance
of the students was described using
frequency, weighted mean, and percentage
distributions. The differentiated instruction
strategy and levels of students’ self-efficacy
was described using weighted mean and
verbal descriptions.
Significant relationships among the
different variables were analyzed using
Spearman’s rho.
Summary
of
Findings
 STATEMENT OF
FINDINGS CONCLUSIONS
THE PROBLEM
Specifically, the study 1.1 SEX. Of the 150 Majority of the
sought to answer the respondents, 58 percent were respondents were
following questions: females, and 42 percent were females and between
How may the profile of the males. 15-16 years old.
respondents be described
in terms of: 1.2 AGE. The majority or
1.1 sex; 59.3% were in the age of 15
1.2 age; years. This was followed by
1.3 family income; those at the age of 16 years,
1.4 father’s 17 years and 14 with 29.3%,
educational attainment, 6.7% and 4%, respectively.
1.5 mother’s The smaller percentage was
educational attainment; identified in the 18 age where
and one student belonged.
1.6 general average ?
 STATEMENT
OF THE FINDINGS CONCLUSIONS
PROBLEM
Specifically, the study 1.3 FAMILY INCOME. The average Fifty nine percent
sought to answer the
monthly family income of the (59%) were identified
following questions:
How may the profile of respondents was Php 10,000 or with 10,000 and
the respondents be 59.33% This was followed by the below monthly family
described in terms of: respondents who had a monthly incomes.
1.1 sex;
family income of Php 10,001 - n addition, 52% of
1.2 age;
1.3 family income; Php 20,000 with a percentage of the respondents’
1.4 father’s 26. fathers graduated
educational attainment, 1.4 FATHER’S HIGHEST secondary education
1.5 mother’s
EDUCATIONAL ATTAINMENT. while 63% of the
educational attainment;
and It can be seen from the data that respondents’
1.6 general 52.0 % of the respondents' mothers finished the
average ? fathers graduated secondary secondary education.
education, and 18.7% were
graduates of tertiary level while
10.0% were college
undergraduate.
 STATEMENT OF
FINDINGS CONCLUSIONS
THE PROBLEM

Specifically, the study 1.5 MOTHER’S HIGHEST It was also found out
sought to answer the EDUCATIONAL ATTAINMENT. that 40% of the
following questions: It can be noticed that respondents got 91-95
How may the profile of 42.0% of the respondents' general average in
the respondents be mothers finished secondary English.
described in terms of: education, and 23.3% were
1.1 sex; graduates of Bachelor's
1.2 age; degrees.
1.3 family income; 1.6 GENERAL AVERAGE. The
1.4 father’s majority or 40% of the
educational attainment, general average of the
1.5 mother’s respondents were identified
educational attainment; with 91 – 95 general
and average.
1.6 general average
?
STATEMENT
OF THE FINDINGS
PROBLEM
2. How It can be noted that most of the Grade
10 students had good performance in
may the
English with the overall weighted mean
respondents’
of 3.11 verbally interpreted as “Agree”
performance
this meant that respondents had agree
s in English
that English is fun and interesting.
be It was shown that the respondents
described? strongly agreed in the following
statements”, “I like going to school”, “I
get good grades in school” and “I
always try my best in English class”.
This indicated that most of the
respondents had moderately high level
of self-efficacy on the items.
While in the statement, “I do not like any
part of English class”, most of the
respondents disagreed, this showed that
most of them had low level of self-
efficacy on the given item.
CONCLUSIONS
The findings showed that most
of the respondents had
moderately high level of self-
efficacy . The results also
revealed that there were
students who did not believe
that English is boring. This
implied that most of the
respondents have high level of
self-belief and attitude toward
English whenever they know
that English would help them
in their future endeavours.
Since the respondents have
positive attitudes and self-
beliefs, they tend to
participate actively in their
English classes and succeed
in their lessons.
STATEMENT
OF THE FINDINGS CONCLUSIONS
PROBLEM

3. How may It was shown the overall weighted This showed that most of
the mean was 3.14 verbally interpreted the respondents were
differentiat as “often occur” this means that knowledgeable on
ed respondents had many times differentiated instruction
instruction experienced the differentiated strategy in English.
strategy in instruction strategy. It can be Students became more
English be noted that most of the respondents interested in English
described? fairly agreed in the statements, “The because of English
lesson was designed to engage activities and assessments.
students as member of a learning
community”, and “The instructional
strategies and activities respect
students.
STATEMENT
OF THE FINDINGS CONCLUSIONS
PROBLEM

4. How may It was shown that the overall weighted mean Most students
the was 3.20 verbally interpreted as “much responded in a positive
respondents’ confidence” this meant that respondents had manner to the question
moderately high level of self-efficacy in regarding their attitude
level of self-
English. It can be noted that most of the towards their
efficacy in
respondents strongly agreed in the statement, performance in English
English be “I have the opportunity to succeed in the class. The findings
described? classroom.” and “I can concentrate in school showed that most of the
projects”. This indicated that most of the respondents had
respondents had moderately high level of self- moderately high level of
efficacy on the items. self-efficacy, which will
Whereas in the statement, “I use the library to help them for the future
get the information for class assignments”, endeavour.
most of the respondents had very little .
confidence, which showed that most of them
had low level of self-efficacy on the given item
and for the reason that students are now
using internet in getting information for their
assignments.
 STATEMENT OF THE
FINDINGS CONCLUSIONS
PROBLEM

5. Is there a significant In terms of students’ profile, sex is the

relationship between only variable who greatly influenced the
the students’ profile self- efficacy that leads to better
achievement and progress and the used of
and the differentiated
differentiated instruction strategy. The
instruction strategy,
positive relationship of sex to the
levels of their self- differentiated instruction strategy and self-
efficacy, and efficacy indicated that female respondents
performance in had very satisfactory performance in
English? English than males.
It can be observed from the table that the
age, general average, parents' educational
attainment, and monthly family income of
the respondents were not significantly
correlated to their performance in English.
 Variables DI p-value SE p-value EP p-value

Sex .276** .001 .184* .024 .128 .119

Age -.045 .583 -.054 .512 -.049 .553

-.021 .794 .084 .304 .117 .153

General Average

FHEA -.111 .176 .081 .326 .081 .325

-.163 .046 -.019 .816 .098 .231

Family Income

MHEA -.062 .451 .051 .532 .096 .242

*correlation is significant @ 0.05 level; **correlation is significant @ 0.01 level

Table 6 Relationship between the students’ profile and the differentiated instruction
strategy, levels of their self-efficacy, and performance in English
 STATEMENT OF THE
FINDINGS CONCLUSIONS
PROBLEM

6. Is there a significant The positive relationship of

relationship between
the respondents’ level
of self - efficacy and
the differentiated
instruction strategy in
English?
the respondents’ level of self-
efficacy and differentiated
instruction strategy meant
that the higher the level of
self- efficacy, the higher the
respondents’ performed the
differentiated instruction
strategy.
Variables Differentiated Instruction

Self-Efficacy .497** .000

Interpretation Significant Relationship

*correlation is significant @ 0.05 level;

**correlation is significant @ 0.01 level

Table 7 Relationship between the students’ self-efficacy and the

differentiated instruction strategy

 STATEMENT OF THE
PROBLEM
FINDINGS CONCLUSIONS

7. Is there a The positive relationship of the

significant respondents’ level of self-
relationship efficacy and performance in
between the English meant that the higher
respondents’ levels the level of self- efficacy, the
of self-efficacy and higher the respondents’
English performance in English.
performance?
 Variables English Performance

Self-Efficacy .604** .000

Interpretation Significant Relationship

*correlation is significant @ 0.05 level;

**correlation is significant @ 0.01 level

Table 8 Relationship between the students’ self-efficacy and

English performance
 8. What Differentiated Instruction plan may be proposed as
an output of the study?
English is regarded chiefly as a skill, as a tool-subject and as a
discipline. In fact, it is the foundation substance of thought and
experience upon which the rest of the academic knowledge is built.
Each student comes to school, not only with unique academic
needs, but also with unique background experiences, culture, language,
personality, interests, and attitudes toward learning. Effective teachers
recognize that all of these factors affect how students learn in the
classroom, and they adjust, or differentiate, their instruction to meet
students' needs.
Thus, "differentiated instruction is not the same as individualized
instruction. Every student is not learning something different; he/she is
learning the same thing, but in different ways. And every student does not
need to be taught individually; differentiating instruction is a matter of
presenting the same task in different ways and at different levels, so that
all students can approach it in their own ways" (Trujo, 2004).
Recommendations

 In the light of the summary and conclusions, the
following recommendations are offered.
• Further research study should be conducted to further
analyze the relationship between the students’ profiles and
the differentiated instruction strategy, levels of their self-
efficacy and performance in English.
• Students should develop their positive attitudes toward
English by participating in English tutorial sessions through
online learning sites or other form of peer tutoring.
• Teachers should help the learners develop their high self-
belief to perform in English by employing creative teaching
and learning strategies that will make the learners more
interested to learn math concepts and theories.
• Parents should take part on helping the learners develop
positive perceptions about English by guiding their children
in studying English.
• School administration should support the advocacy of some
groups who help the students in developing English
performance like organizations who give tutorial sessions
for the students.
• Teachers should create positive learning
environment to alleviate English anxiety by enabling
the learners feel that they are on the safe learning
environment where they are accepted and
respected regardless their differences.
• Further research study should be conducted to
determine the factors which contribute to the levels
of self-efficacy in English.
• Further research study should be conducted to
determine the relationship of students’ self-efficacy,
differentiated instruction strategy and English
performance.
• Further research study should be conducted to
determine ways in alleviating English anxiety.
• Research study should be conducted to determine
the sources of students’ anxiety in English and
ways in alleviating it.
 THANK YOU
AND
GOD BLESS!!!
