Authors : Elgine B. Villegas

Volume/Issue : Volume 9 - 2024, Issue 5 - May

Google Scholar : https://tinyurl.com/2zh47j8e

Scribd : https://tinyurl.com/yc7skmuz

DOI : https://doi.org/10.38124/ijisrt/IJISRT24MAY1960

Abstract : This study aimed to determine the instructional styles and differentiated instruction practices of public elementary school teachers in Cluster XIII, Davao City. This study utilized the descriptive-correlational design with one hundred fifty elementary school teachers, selected using stratified random sampling technique. In gathering data, the researcher adapted a survey questionnaire both for the instructional styles and school differentiated instruction practices. Ethical considerations were observed in data collection. The collated data were subjected to statistical tests such as mean, Pearson’s r and multiple linear regression. Findings showed that the extent of instructional styles of elementary teachers is very extensive, which means that their instructional styles is always observed. The extent of differentiated instruction practices of elementary school teachers is very extensive, which means that their differentiated instruction practices is always observed. There was a moderate significant relationship between instructional styles and differentiated instruction practices. The domains of instructional styles that significantly influenced the differentiated instruction practices were modeling and delegating. With this, the Department of Education may allocate sufficient budget to ensure that schools have the resources they need to successfully implement differentiated education. This can provide access to a wide range of instructional materials, technology, and support workers to help fulfill varied learning needs.

Keywords : Differentiated Instruction Practices, Instructional Styles, Modeling, Delegating, Elementary School Teachers.

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