Differentiated Instruction in Teaching ESL Education

Erwyn O. Valencia, Lycah D. Salamanes, Wenlove V. Castor, Irene G. Guelos and Danica Jade A. Japitana
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Erwyn O. Valencia: Iloilo State University of Fisheries Science and Technology-Dumangas Campus, Philippines
Lycah D. Salamanes: Iloilo State University of Fisheries Science and Technology-Dumangas Campus, Philippines
Wenlove V. Castor: Iloilo State University of Fisheries Science and Technology-Dumangas Campus, Philippines
Irene G. Guelos: Iloilo State University of Fisheries Science and Technology-Dumangas Campus, Philippines
Danica Jade A. Japitana: Iloilo State University of Fisheries Science and Technology-Dumangas Campus, Philippines

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 2, 4590-4601

Abstract: This descriptive study aimed to determine the extent of using differentiated instruction in teaching English as a Second Language (ESL) Education. The research respondents were English teachers in different high school institutions in the Municipality of Dumangas taken through purposive sampling technique. A researchers’ made questionnaire was used to gather data. The statistical tools employed were the Mean and Standard Deviation, Mann-Whitney U Test, and Kruskal-Wallis H Test. The hypotheses were tested at a 0.05% level of significance. The result revealed that the extent of using differentiated instruction when taken as a whole was highly used. When grouped as to length of service, academic qualification, and availability of technology were also highly used in using differentiated instruction in ESL education. It was finally concluded that there were no significant differences in the extent of using differentiated instruction in teaching ESL education as to length of service and availability of technology; yet, there is a significant difference in the extent of using differentiated instruction in teaching ESL education as to academic qualification.

Date: 2025
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