Impact of Differentiated Instructional Strategies on the Reading Comprehension Performance of Grade 5 Learners in the Private Elementary Schools

Authors

  • Jeni Ann T. Veloria Graduate School, Polytechnic College of La Union, Agoo, La Union, Philippines

DOI:

https://doi.org/10.63671/ijeir.v2i3.145

Keywords:

Differentiated instruction, Reading comprehension performance, Grade 5 learners, Phil-IRI, Intervention activities

Abstract

This study investigated the impact of differentiated instructional strategies on the reading comprehension performance of Grade 5 learners in the private elementary schools of Agoo, La Union during the school year 2024-2025 as basis of proposed intervention activities. The study involved seventy-five (75) Grade 5 learners and four (4) English teachers as respondents. The descriptive-correlational method was employed with the aid of adopted and self-constructed questionnaires as the main data gathering tools. Frequency counts, weighted mean, percentage and ranking were the statistical tools used to quantify and qualify the data gathered, and the Phil-IRI of the Department of Education was the basis in measuring the level of reading comprehension performance of the readers. The Pearson Product-Moment Coefficient of Correlation was used to compute the correlation between the level of effectiveness and the extent of impact of using differentiated instructional strategies.

Majority of the learners are in the independent level of reading comprehension performance with 57.33 percent of the total respondents. The level of effectiveness of the differentiated instructional strategies employed by the teachers was perceived to be very highly effective, and the strategies were perceived to have been always practiced by them. The impact of the differentiated instructional strategies on the reading comprehension performance of Grade 5 learners was perceived to have a very great extent. There is a moderately low correlation between the level of effectiveness and the extent of impact of using differentiated instructional strategies in enhancing the reading comprehension performance of Grade 5 learners.

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Published

2026-07-27

Issue

Vol. 2 No. 3: July-September 2026

Section

Articles

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Copyright (c) 2026 International Journal of Educational Innovations and Research

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This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Veloria, J. A. T. (2026). Impact of Differentiated Instructional Strategies on the Reading Comprehension Performance of Grade 5 Learners in the Private Elementary Schools. International Journal of Educational Innovations and Research, 2(3), 363-374. https://doi.org/10.63671/ijeir.v2i3.145

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