Tailoring Calculus Instruction: A Study on the Relationship between Learning Styles and Assessments of Differentiated Instruction for Personalized Teaching Strategies
Keywords:
Differentiated Instruction, Visual, Auditory, Read/Write, KinestheticAbstract
The study investigated the correlations among students’ learning styles, and their assessments of the elements of differentiated instruction utilized in teaching Calculus. The research was focused on the educational landscape of 108 STEM students at Talisay Senior High School in Tumaway, Talisay, Batangas during a specific academic year. This research aimed to provide a comprehensive overview of the students’ experiences within a specific timeframe, with the outcomes intended to enhance the customization of educational content, process, product, and learning environment to better suit individual student preferences. The data collection involved the administration of a self-constructed questionnaire to assess the elements of differentiated instruction, along with the utilization of VARK version 8.01 to identify the students’ learning styles.
A quantitative research method was used to examine the associations between students’ learning styles and their assessments of the elements of differentiated instructions within the group of 108 STEM students. A convenience sampling technique was employed to select the participants, specifically focusing on the STEM students who are part of the researcher’s academic institution and currently enrolled in the Calculus subject.
According to the results, there is a significant relationship between students’ learning styles and their assessments of the elements of differentiated instructions in terms of content, process, product, and learning environment.
Based on the findings, the researcher suggested a customized teaching strategies for diverse learners in Calculus.
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