Authors : Marah Jane L. Eduad

Volume/Issue : Volume 11 - 2026, Issue 4 - April

Google Scholar : https://tinyurl.com/3zppnfy8

Scribd : https://tinyurl.com/pjz9u6rd

DOI : https://doi.org/10.38124/ijisrt/26apr1063

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study aimed to determine the effectiveness of teacher aide-led differentiated tasks on learner engagement among elementary pupils in Palauig Central School. Specifically, it examined the level of learner engagement in terms of behavioral, emotional, and cognitive domains; identified the types of differentiated tasks implemented by teacher aides; determined pupils’ perception of these activities in terms of motivation, interest, and understanding; and identified challenges encountered during implementation. The study employed a descriptive quantitative research design. A total of six (6) teacher aides served as respondents using total enumeration sampling. Data were collected through a structured questionnaire and analyzed using frequency, percentage, weighted mean, and Analysis of Variance (ANOVA). Findings revealed that pupils demonstrated a very high level of behavioral engagement and high levels of emotional and cognitive engagement. Teacher aides perceived differentiated tasks as effective in improving pupils’ motivation, interest, and understanding. However, challenges such as time constraints, large class sizes, and limited resources were experienced to a moderate extent. The ANOVA results showed no significant difference in learner engagement across domains, indicating that differentiated instruction supports engagement holistically. The study concludes that teacher aide-led differentiated tasks are effective in enhancing learner engagement. It recommends strengthened collaboration, training, and institutional support to maximize the role of teacher aides in instructional delivery.

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