Effects of Using Software Applications on Differentiated Outputs of Students in Learning Biology

This study employed an explanatory sequential mixed-methods design to examine the effects of using software applications in differentiated outputs on students’ performance and attitudes in Biology. The quantitative phase utilized a quasi-experimental pretest–posttest non-equivalent group design involving Grade 10 students from a public secondary school in Cebu City, who were assigned to control and experimental groups. Validated researcher-made achievement tests and an adapted attitude survey were administered. Results revealed that both groups initially demonstrated below-average performance; however, the experimental group exposed to software-assisted differentiated outputs achieved significantly higher median gains compared to the control group using traditional methods (p < 0.05). To further explain these results, the qualitative phase employed focus group discussions (FGDs) with selected respondents from the experimental group. Thematic analysis revealed increased engagement, improved understanding, enhanced creativity, and the development of digital skills as key benefits of technology integration. Overall, the integration of quantitative and qualitative findings indicates that software-supported differentiated instruction improves academic performance while fostering positive student attitudes. The study recommends extending the duration of implementation, applying the approach across subject areas, and providing teachers with targeted training in technology-enhanced pedagogy.