The Tiered Assignments Strategy: A Universal Design for Learning (UDL) Approach for TLE Performance in Grade 9

Abstract

This research focuses on the impact of the Tiered Assignment Strategy, as a Universal Design for Learning (UDL) Approach, on the academic performance of Grade 9 students in Technology and Livelihood Education (TLE) specializing in Cookery at Western Abra National High School during School Year 2025–2026. Based on differentiated instruction and UDL principles, it focused on the needs of various learners and their levels of ability and readiness through flexible, structured tasks. The study aimed to determine the effectiveness of the Tiered Assignments Strategy as a UDL approach in improving TLE performance. A quasi-experimental one-group pretest–posttest design was used with 27 participants. Data were gathered using a researcher-developed achievement test with a performance-based rubric for knowledge and practical skill. The test had 30 items covering mise en place, dessert preparation, and dessert presentation. Experts validated the instruments, and a pilot test was conducted with Grade 10 students. Reliability testing confirmed strong internal consistency, with a coefficient of 0.848 and an unbiased estimate of 0.860. Data were analyzed using mean, frequency, percentage, and paired samples t-test. The overall pretest mean was 72.44, Did Not Meet Expectation, while the overall posttest mean was 89.11, Very Satisfactory. Students improved in mise en place from 73.74 to 90.81, preparing desserts from 70.33 to 84.26, and presenting/plating desserts from 74.78 to 92.89. The overall t-value was 12.61 with p < 0.001 and Hedges’ g of 6.97. The study concludes that tiered assignments within the UDL framework strengthen positive engagement, inclusive learning, meaningful learning, confidence, motivation, and TLE performance.