Differentiated Instruction to Effective Chemistry Teaching

Abstract

This study aimed to investigate the implementation of Differentiated Instruction (DI) among public school teachers in teaching chemistry. Specifically, it intends to determine the extent of practice of DI in using Bloom’s Taxonomy. Descriptive, non-experimental type of research design was employed in the study. The respondents of the study were composed of 25 teachers and 250 students which were determined using the stratified random sampling. The researcher utilized adapted instruments that have undergone validation process and yielded acceptable reliability. Mean, standard deviation and independent t-test were used in treatment of the data. Results reveal that secondary school chemistry teachers have a high extent of practice in using differentiated instruction based on Bloom's taxonomy using Understanding as its prompt while moderate extent in the following - Remembering, Applying, Analyzing, Evaluating and Creating. Furthermore, results showed that there is no significant difference on the public secondary school chemistry teachers’ extent of implementation of the DI as perceived by the teachers and learners. With these, it is recommended that appropriate and relevant corrective actions must be given to these teachers to improve their pedagogical skills.