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Ateneo Science Educators and Researchers in Virtual
Engagement (SERVE) 2020 Ateneo de Manila University
School of Science and Engineering
MS Science Education Program of Biology Department

Differentiated Instruction under Blended Learning: Maximizing Students’ Engagement

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Gladys Ann O. Malto , Catherine Genevieve B. Lagunzad PhD , and Carmina S. Dalida

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Philippine Science High School -Main Campus Department of Biology, School of
Science and Engineering, Ateneo de Manila University
*Corresponding Author: gladysanno.malto@pshs.edu.ph
ABSTRACT

In mainstream classes, students vary in terms of experiences, learning styles, strengths, abilities, readiness
and needs. Thus, using a one-size-fits-all method of teaching will not make students learn best. In this study,
differentiated learning, a pedagogical framework that involves providing various teaching and assessment
strategies based on the different abilities of students was implemented. It aims to ensure a maximized
learners’ engagement while adapting blended learning.
The ADDIE model (Analysis-Design-Develop-Implement-Evaluate) was used in the design of this study. Pre
online assessments were given to the students and the results served as the basis in grouping or classifying
the students according to proficiency. While in face-to-face instruction, groupings opened avenues in
designing more meaningful group activities.
Both descriptive and inferential statistics were used to analyze the data gathered. The results showed a
significant difference between the two groups’ academic achievement, which is in favor of the differentiated
group. Moreover, the data also revealed a significant improvement in students’ higher order thinking
skills. In terms of level of engagement, the results showed a remarkable increase in in favor of the
differentiated group. To make further inference on possible relationship between their academic
achievement and engagement, a correlation was made. The correlation value showed that students’ level of
engagement is moderately correlated with their achievement. Thus, it implies that differentiated instruction
promotes engagement among students, which leads them to the improvement of their academic
achievement.
The results of this study can help teachers in designing classrooms under the new normal. Authentic
activities designed and performed through differentiated instruction can help students develop an
understanding of the same concept and higher engagement through classroom and online classroom
interaction.

Keywords: Differentiated instruction, Blended Learning, Achievement, Engagement

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