Differentiated Instruction and Mathematical Performance of Students

This study investigated the effect of Differentiated Instruction (DI) on the performance in Mathematics of students at Governor Mariano E. Villafuerte Community College, Siruma Campus, for the academic year 2024-2025. Specifically, it determined the following: (1) the status of the mathematics performance of First year students; (2) design of the Differentiated Instruction; (3) level of the mathematics performance of the first-year students after the implementation of DI; (4) the significant difference between the mathematics performance before and after using Differentiated instruction; and (5) the extent of effectiveness of DI on the mathematics performance of students. The results of this study have the potential to offer advantages to a wide range of individuals and parties involved in the community especially the students, teachers, parents, administrators of educational institutions, dean of the college, commission on higher education region V officials, curriculum developers and other researchers. This study employed descriptive-comparative and research and development. The data gathering tool used was a researcher-made test while the statistical used were Mean, Performance Level, Standard Deviation, Weighted Mean, t-Test for Dependent Samples and Cohen’s D Effect.