Abstract
This study examines the competency of Science and Non-Science teachers in using differentiated instruction (DI) at St. Jude College Dasmariñas, Cavite, during the school year 2021-2022. The research aims to determine the relationship between teachers’ competencies and their demographic profiles, serving as the basis for a proposed training program. Utilizing a descriptive research design, the study surveyed 11 Science teachers and 22 Non-Science teachers, employing a validated questionnaire adapted from Whipple (2012). Statistical tools such as frequency, percentage, weighted mean, and t-test were used for data analysis. Findings revealed that both Science and Non-Science teachers exhibit very high competency levels in DI across student interest, readiness, learning profile, content, process, and product, with grand weighted means of 3.69 and 3.71, respectively. Furthermore, statistical analysis indicated no significant difference in the perception of Science and Non-Science teachers regarding their DI competency. Additionally, there was no significant difference in competency levels when grouped according to demographic factors such as age, grade level taught, subject area, educational attainment, years of teaching experience, and type of DI training received. Based on these findings, a specialized teacher training program is proposed to further enhance the practical application of DI strategies. The study highlights the need for continuous professional development to strengthen teachers’ ability to address diverse student needs effectively.
