Differentiated Teaching Approach in Achieving Student Engagement in Learning Mathematics

This study explored the extent of utilization of differentiated teaching approach in achieving student engagement in learning mathematics by the secondary school mathematics teachers in SDO Urdaneta City, School Year 2024-2025. Employing an ex post facto one-shot case study research design, 112 mathematics teachers participated as respondents. Results revealed that most teachers were aged 21-30 (34.8%), predominantly female (55.4%), and married (64.3%), with 39.3% holding MA units and 33.0% having 6-10 years of teaching experience, 82.1 percent have been teaching in a barangay high school, and 66.9 percent have attended 6-20 trainings. The extent of utilization of differentiated teaching approach in achieving student engagement in learning mathematics was rated “Very Extensive,” with a grand weighted mean of 4.62. Significant differences and relationships in the extent of utilization of differentiated teaching approach in achieving student engagement in learning mathematics were observed based on civil status, teaching experience, and number of trainings attended. Recommendations include encouraging teachers to pursue advanced education, participate in relevant training, and collaborate with peers to refine differentiated strategies. Further studies were recommended to investigate other variables associated with the utilization of differentiated instruction in mathematics and these studies should be conducted under the auspices of accredited Graduate Institutions like the Urdaneta City University – Institute of Graduate and Advanced Studies (UCU – IGAS)