DIFFERENTIATED INSTRUCTIONS IN THE Kto12 SOCIAL STUDIES PROGRAM AND STUDENTS’ ACADEMIC PERFORMANCE

ABSTRACT:The study determined and described the status of the utilization of methods of DifferentiatedInstructions in the Kto12 Social Studies Program of High Schools in Zone 3, DepEd Division of Zambales,Philippines. The perceptions and insights were solicited from the teacher-participants. This study employed adescriptive research method with the survey checklist as the research instrument. The statistical treatment of thisstudy utilized descriptive statistical tools such as frequency and mean. Pearson r was used as inferentialstatistics. The result was correlated to the students‟ academic performance. The findings revealed that theteachers always utilized the method Buzz Groups in Differentiated Instructions (DI) of Social Studies, however,they sometimes utilized the method Use of Task Cards. Primarily, the Buzz Groups was utilized to clarify theassignment, guidelines and reporting expectations. Other methods utilized were Group-Investigation, RoundRobin, Think – Pair – Share, and Issue analysis. The present study determined the academic performance of thehigh school students in Economics and it was described as Proficient. When it was correlated with the perceivedextent of utilization of methods of differentiated instructions, the Pearson-r computation reveals that there isnegligible relationship between students‟ academic performance in Economics and teaching methods in SocialStudies for Differentiated Instruction.

Keywords:Differentiated Instructions, Kto12, Social Studies Program, Teaching Methods, Students’ Academic Performance