Enhancing reading comprehension in Araling Panlipunan of Grade 5 learners through differentiated instruction

Abstract

The lack of instructional resources and reading comprehension skills in Araling Panlipunan education resulted in significant learning gaps among elementary-grade students. This study aimed to test the effectiveness of differentiated instruction in closing these gaps in Araling Panlipunan among fifth-grade students. The experimental sampling method research design was utilized through tutorial classes where the respondents received differentiated instruction based on multiple intelligences and learning styles. Aiken's V coefficient method and Cronbach's alpha were used to ensure the validity and reliability of the research instrument. The validation process achieved a result of 0.92, which signifies high validity. Additionally, the reliability test used Cronbach's alpha, obtaining a score of 0.60. The results indicated significant progress in the experimental group's performance in reading comprehension skills after implementing differentiated instruction. The experimental group's mean post-test score, 16.10, suggests an outstanding level of performance. This underscores the effectiveness of differentiated instruction in enhancing reading comprehension skills among Grade 5 pupils. Hence, educators are encouraged to utilize differentiated instruction to enhance the learners' reading comprehension.