Abstract
This study explored the impact of differentiated instruction on the mathematical skills and attributes of junior high school learners at Olongtao National High School. Using a descriptive quasi-experimental design, the researcher involved two groups: a control group and an experimental group, both consisting of junior high school students. The study evaluated the students' engagement, motivation, and attitudes about mathematical performance. The researcher collected data through surveys designed to assess learners' levels of engagement, motivation, and attitude toward mathematics during and after the implementation of differentiated instruction. The findings suggest that the experimental group demonstrated significant improvements in their mathematical skills by learning through exposure to differentiated instructional strategies. However, there is no significant difference in the learners' engagement, motivation, and attitude as observed between the experimental and the control groups. These results highlight the effectiveness of differentiated instruction in enhancing mathematical skills, demonstrating its ability to leverage specific academic skills rather than influencing broader motivational or engagement-related attributes.
