International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

A Widely Indexed Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal

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Volume 8 Issue 2
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Teachers’ Digi-based Differentiated Instruction in a Linguistically Diverse Environment and Students’ Academic Performance in English

Author(s) Mary Rose Deliña Basi, Nilita Ragay
Country Philippines
Abstract This study examined teachers’ use of digital-based differentiated instruction (DBDI) in a linguistically diverse environment across content, process, and product areas, and its relationship with students’ academic performance in English. The respondents were 200 randomly selected Grade 9 students and their English teachers in the Division of Dumaguete City. A quantitative-correlational research design was employed, utilizing validated questionnaires. Descriptive statistics measured teachers’ DBDI utilization and students’ academic performance, while Spearman’s rank correlation tested relationships among variables. Results showed that teachers utilized DBDI at high to very high levels, with students similarly perceiving high utilization. Significant positive relationships were observed between content and process differentiation and students’ academic performance, leading to the rejection of the null hypotheses in these areas. This indicates emphasizing content and process differentiation in DBDI is crucial for supporting students’ performance in English. In contrast, product differentiation did not show a significant relationship with academic performance, suggesting the need to explore innovative approaches to product differentiation to further enhance student engagement and performance. Teachers’ demographic profiles (i.e., educational attainment and the number of DBDI trainings attended) were found to have no significant relationship with DBDI utilization. Overall, findings suggest that teachers strengthen content and process differentiation through digital integration, while exploring creative ways for students to demonstrate and assess learning.
Keywords Differentiated Instruction, Linguistic Diversity, Academic Performance
Published In Volume 8, Issue 2, March-April 2026
Published On 2026-03-15
DOI https://doi.org/10.36948/ijfmr.2026.v08i02.71567
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E-ISSN 2582-2160
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