Differentiated instruction and pupils’ engagement in MAPEH

The strategic application of differentiated teaching methods significantly enhances pupils' engagement in MAPEH, contributing to improve learning outcomes. This thesis examines the relationship between the implementation of differentiated instruction and pupils’ engagement in MAPEH at Tananzang Elementary School, Lutayan District II. Utilizing a descriptive-correlational design, the study includes grades 4 to 6 pupils and employs the total enumeration sampling technique to select participants. This method ensures comprehensive representation and is particularly suited for small population sizes. The results indicate that pupil engagement is significantly associated with awards but not with gender, grade level, age, or MAPEH grade. Furthermore, a positive correlation between differentiated instruction and pupil engagement highlights a meaningful relationship, affirming the effectiveness of this teaching approach. The findings led to the rejection of the null hypothesis, which suggested no significant relationship between pupils' engagement in MAPEH and the level of differentiated instruction implementation. Based on the conclusions, the study recommends that teachers continue utilizing differentiated instruction, particularly in content, process, and outcomes, to maximize pupils' engagement in MAPEH. Given its substantial impact, educators should refine differentiation strategies to accommodate diverse learning needs, fostering a dynamic and inclusive learning environment. Future research may explore specific aspects of differentiation across MAPEH components—music, arts, PE, and health—providing deeper insights into effective instructional practices that enhance pupil participation and academic achievement.