Effectiveness of Differentiated Instruction in the Reading Comprehension Level of Grade-11 Senior High School Students

Autor/in	Ocampo, Darrel M.
Titel	Effectiveness of Differentiated Instruction in the Reading Comprehension Level of Grade-11 Senior High School Students
Quelle	6 (2018) 4, S.1-10 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ocampo, Darrel M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2350-7756
Schlagwörter	Reading Instruction; Individualized Instruction; Reading Comprehension; High School Students; Grade 11; Teaching Methods; Instructional Effectiveness; Reading Skills; Student Participation; Foreign Countries; Student Attitudes; Teacher Attitudes; Philippines + Suchen Sie Ihr Suchwort? Leseunterricht; Individualisierender Unterricht; Leseverstehen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 11; 11. Schuljahr; Schuljahr 11; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Reading skill; Lesefertigkeit; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Ausland; Schülerverhalten; Lehrerverhalten; Philippinen
Abstract	This study determined the effectiveness of Differentiated Instruction in the reading comprehension level of the Grade-11 senior high school students, school year 2016-2017. Specifically, it aims to determine the reading comprehension level of the control and the experimental groups in the pre test and post-test; identify if there is a significant difference in the reading comprehension level of the control and experimental groups in the pre-test and post-test results; and identify the strengths and weaknesses in using Differentiated Instruction. Quasi-experimental method was employed in conducting the study. The respondents were the 150 Grade-11 students of a public high school grouped as control and experimental using Parallel technique. Data sources include pre-test and post-test scores, gain scores, classroom observation form, survey questionnaire, and researcher's reflective notes. The qualitative data were analysed using template analysis style and the basic approach of comprehending, synthesizing, theorizing and re-contextualizing to identify common themes and integrating thematic pieces. Based on the classroom observations, survey and researcher's reflective notes, strengths and weaknesses of Differentiated Instruction were observed. Despite the observed and encountered challenges, the statistical analysis has revealed a significant difference between pre-test and post-test results. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01