Differentiated Instruction and Students’ Literary Competence: An Experimental Study

Abstract

Purpose: This study aims to determine the effects of Differentiated Instruction on Catigbian National High School Grade 10 students’ literary competence. Approach/Methodology/Design: To attain that purpose, the researcher adopted the experimental design involving two groups of participants. The experimental group was exposed to Differentiated Instruction while the control group was exposed to the traditional method of teaching. The researcher used the Cognitive Domain Test to assess the students’ intelligence and researcher-made questions to measure their literary competence. The results were statistically analyzed using the T-test means for independent samples Findings: The findings of the study revealed that there were statistically significant differences between the mean scores achieved by the experimental group and those attained by the control group in the literary test. It is concluded that the use of DI is effective considering the higher scores of the experimental group compared to the control group. Practical Implication: The study will contribute to the effectiveness of teaching literature by integrating Differentiated Instruction; hence, it will develop students’ literary competence. In addition, additional research is ought to be conducted to explore the effect of the use of Differentiated Instruction on the different language skills. Originality/value: This study innovates by experimenting with the effect of integrating Differentiated Instruction in teaching literature in Catigbian National High School, Bohol. Moreover, an action plan is proposed to enhance students’ literary competence.