Diverse Learning Needs Through Adaptive Teaching Approach Among Grade 5 Learners at Batangas State University Integrated High School

Abstract

This study examined how adaptive teaching approaches address the diverse learning needs of Grade 5 learners at Batangas State University Integrated School. Employing a descriptive research design, the study involved forty-three (43) Grade 5 learners and ten (10) teachers as participants. Data were gathered using survey questionnaires, observation guides, and document analysis checklists. The findings revealed that teachers identify learners' learning needs primarily through analyzing formative assessment results (WM = 3.54) and observing learner readiness (WM = 3.43), with a composite mean of 3.31 interpreted as Agree. Adaptive teaching strategies were found to be Highly Effective, with differentiated instruction obtaining a composite mean of 3.61, use of technology at 3.80, and peer-assisted learning at 3.89. Adaptive teaching approaches demonstrated a Highly Impactful effect on learners' academic performance, engagement, and overall learning experience, with a composite mean of 3.72. However, teachers encountered notable challenges in implementation, particularly managing large class sizes (WM = 3.77), time constraints (WM = 3.55), and limited technological resources (WM = 3.43), with an overall composite mean of 3.47 interpreted as Challenging. Based on these findings, five intervention activities were proposed: Learning Needs Mapping and Competency Alignment Workshop, Mastery-Focused Differentiation Planning Sessions, Feedback-in-Action Digital Support Program, Structured Peer Interaction and Relationship-Building Initiative, and Adaptive Teaching Sustainability and Support Program. The study concludes that while adaptive teaching approaches are perceived as highly effective and impactful, their sustained implementation requires stronger institutional support, adequate resources, and practical structures that enable teachers to respond effectively to learner diversity. Recommendations include integrating learning needs mapping into lesson planning, scheduling collaborative planning sessions for teachers, maximizing accessible technology tools, strengthening structured peer-assisted learning, and establishing support mechanisms such as Learning Action Cell (LAC) discussions to sustain adaptive teaching practices.