Abstract
Teaching pedagogies are the ways how teachers impart knowledge to the learners. Teachers push boundaries to attain effective teaching-learning process. With the different studies in the literature, the topic characteristics of solid, liquid and gas, was not explored well in terms of looking for a better way of teaching it. This study would like to assess the effectiveness of differentiated instruction as a strategy in teaching characteristics of solid, liquid, and gas among the grade 3 learners of Polo Elementary School- Polo, Alcantara, Cebu, Philippines. There were two groups – experimental and controlled groups – with 15 respondents each. A quasi-experimental research design was utilized in this study. The results displayed an unequal mean (12) for controlled group and (16) for experimental group in the pretest. The posttest delivered a four-point difference from the mean (14) of the controlled group to the mean (18) of the experimental group. With the 0.05 significance level, the results between the two groups were found out to be significant (p=0.05). This result provided a realization that new strategies to be implored in a topic would constitute a significant difference. Thus, this study proved that in teaching characteristics of solid, liquid, and gas with high average students, the students will have better understanding of the topic when differentiated instruction is utilized than using the traditional method of teaching. It is recommended that further study will be conducted of the same strategy and topic but with a different set of respondents to validate the study’s outcomes.
