Differentiated Instruction in Improving Reading Performance in Multigrade Classroom: Cases in Apao Elementary School, Tineg, Abra

Abstract

This quasi-experimental study investigated the effectiveness of two differentiated instruction strategies—Strategy 1 (Teach all groups together) and Strategy 2 (Teach one grade while others work)—in improving the reading performance of nine Grade 5 and Grade 6 multigrade learners at Apao Elementary School, Tineg, Abra, during School Year 2025-2026. Both strategies utilized graphic organizers and story maps as scaffolding tools to enhance vocabulary, noting details, and inferential skills.

A pretest-post-test design was employed using validated reading passages aligned with DepEd’s PHIL-IRI and DRAT materials. Results revealed that both strategies produced significant gains in reading performance. Strategy 1 (Teach all groups together) yielded consistently higher post-test means and more statistically significant improvements across vocabulary and overall reading performance compared to Strategy 2. Paired t-tests showed significant differences between pretest and post-test scores in four out of five stories for both strategies. Independent t-tests further confirmed that Strategy 1 was significantly more effective than Strategy 2 in most stories, particularly in developing vocabulary and integrated comprehension.

The findings affirm that differentiated instruction, when supported by visual scaffolding tools such as graphic organizers and story maps, effectively addresses the diverse reading needs of learners in multigrade classrooms. Strategy 1 proved superior in fostering collaborative learning and equitable skill development.

This study provides practical evidence and recommendations for teachers, school heads, and the Department of Education on optimizing differentiated instruction to improve reading proficiency in multigrade settings.