Effectiveness of Differentiated Instructions in Enhancing Speaking Skills among Elementary Learners

Abstract

This study aimed to assess the effects of differentiated instruction on the speaking skills of sixth-grade pupils in a private school in Arayat, Pampanga, during the Academic Year 2023-2024. The researchers employed a quantitative approach which entails quantifying and analyzing variables to obtain results. Under the quantitative is the quasi-experimental research which involves evaluating interventions without using randomization. Moreover, it aimed to demonstrate causality between an intervention and an outcome. The study's respondents consisted of eighteen grade six pupils. Additionally, the study employed a scoring rubric to evaluate the speaking skills of the respondents. It evaluates five aspects of speaking—vocabulary, grammar, fluency, pronunciation, and content. Each aspect is scored from 1 to 5, yielding four levels: Level 1 (Beginning), Level 2 (Intermediate), Level 3 (Advanced), and Level 4 (Proficient). The data was interpreted using percentages, mean, and paired test. The findings revealed a highly significant difference in the pre-task and post-task results of the pupils before and after the implementation of differentiated instruction. Furthermore, the findings revealed that the level of speaking skills of the pupils significantly changed after the researchers administered the two differentiated instructions. This implies that the use of differentiated instructions enhanced the speaking skills of the pupils.