Impact of Differentiated Instruction on English Language Learners’ Motivation Among Senior High School Students at Pandami National High School

This study examined the significant differences in the extent to which differentiated instruction impacts the motivation of English language learners at Pandami National High School. Utilizing a descriptive-correlational research design, the study purposively sampled 100 students and analyzed the collected data through frequency distribution, percentage scores, weighted mean, standard deviation, One-way ANOVA, and Pearson’s correlation test. Key findings revealed the following: 1) The majority of respondents were female, predominantly aged 17–19, with most enrolled in Grade 12. Additionally, most parents had attained an elementary-level education and earned a monthly income of ₱5,000 or below. 2) On average, the selected students reported a high perceived impact of differentiated instruction on their motivation in learning English. 4) Significant differences were observed in the impact of differentiated instruction when data were categorized by age, parental educational attainment, and monthly income. However, no significant differences were found when grouped by gender or grade level. 5) A strong positive correlation was identified between interest in learning and self-motivation, as well as goal setting. These findings support constructivist learning theory, wherein teachers employ pedagogical strategies such as differentiated instruction to guide students in constructing knowledge through exploration and discussion, thereby accommodating diverse learning needs. The study underscores that differentiated instruction serves as an essential pedagogical approach, fostering a supportive and adaptive classroom environment. By tailoring instructional methods to students’ interests and learning preferences, educators can enhance motivation and facilitate goal-oriented learning.