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The 21st century learners are diverse in many aspects. It became more imperative to integrate Differentiated Instruction (DI) to address their needs, learning styles, and proficiency levels by exposing them to tiered activities. This study utilized a quasi-experimental design specifically the comparison group pre-post-test design to determine the effects of the differentiated lessons in Grade 10 Chemistry on students’ performance. The respondents of the experimental group were divided according to their proficiency levels, namely: advanced, emergent, and foundational while random grouping was applied in the comparison group. Two teaching methods were compared: the use of DI versus the conventional way of teaching Chemistry. The seven developed lessons comprising Gas Laws and Chemical Reactions highlighted features of DI, inquiry learning, and caters to the visual, auditory, and kinesthetic learning styles. Results revealed that the integration of DI produced higher scores and ratings in the experimental subgroup’s post-assessments on both conceptual understanding and attitudes toward learning Chemistry which mainly contributed to the perceptible increase in their overall results compared to the comparison group.

Mari Anne Gojar, Bicol University, Philippines
Magnolia Vida Cano, Bicol University, Philippines

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