Abstract
This research explored the impact of differentiated instructional activities on the cognitive and technical skills performance of Grade 7 students in Information and Communications Technology (ICT). A pre-experimental and descriptive research design was utilized to assess students' academic performance, as well as their perceptions of how differentiated instruction was applied in terms of content, process, and product. The study acknowledged the diverse learning preferences present in the classroom, aiming to design learning experiences tailored to individual needs. The results indicated that most students identified as either Pragmatist or Activist learners, which influenced how they responded to the differentiated activities provided. Instructional strategies were implemented consistently and to a very high degree, leading to significant improvements in students' cognitive performance. Learners who initially performed poorly on the pre-test showed notable growth in their post-test scores, with many reaching outstanding levels of achievement. Likewise, a majority of students demonstrated excellent technical skills following their engagement in varied instructional activities. Further statistical analysis revealed a significant difference between students' cognitive skills performance before and after the intervention, confirming the effectiveness of differentiated instruction in promoting academic growth in ICT. However, no significant difference was found in technical skills and post-test cognitive outcomes between Pragmatist and Activist learners, suggesting that the instructional strategies were equally beneficial for both groups. Additionally, a strong positive relationship was identified between content differentiation and the development of cognitive skills, while differentiation through process and product had a more limited impact. In light of these findings, the study recommends enhancing process and product differentiation strategies to support student learning further and optimize instructional practices in ICT education.
