Effectiveness of Differentiated Instruction, Level of Engagement and Academic Performance of Students with Diverse Learning Needs in an Inclusive Classroom in SDO Calamba City

Education empowers individuals in diverse societies, necessitating inclusive teaching methods. Differentiated Instruction (DI) offers personalized strategies that cater to varying student needs, fostering inclusivity and enhancing engagement. This study explored the effectiveness of DI, student engagement, and academic performance in inclusive classrooms within SDO Calamba City using a descriptive-correlational design. Seventy-six regular and SPED teachers participated, with data gathered through a validated and reliable survey. Results showed strong support for DI’s effectiveness (WM = 3.58) and very high engagement levels (WM = 3.36). Most students performed satisfactorily, yet few excelled. While no significant correlation was found between DI and academic performance, moderate and statistically significant correlations emerged between DI and student engagement. A weak, non-significant link existed between engagement and academic performance.