Document Type
Paper presentation
School Name
Visayas State University- Tolosa Campus
School Code
ARCH00064
Abstract / Executive Summary
The purpose of this research is to explore the lived experiences of elementary teachers in using differentiated instruction within the MATATAG Curriculum. In this research that has been carried out within the framework of qualitative research approach, the answers have been sought to be found in the research questions “What are the possible challenges and opportunities in using differentiated instruction within the MATATAG Curriculum”, and “What are the techniques used in implementing differentiated instruction within the MATATAG Curriculum”. The research participant includes 23 elementary teachers using a purposive sampling method in all elementary school in DepEd Tolosa District. Data were collected through a semi-structured interview guide method. The data collected were analyzed using Braun and Clarke (2013) Method under Thematic Analysis Technique. This study was able to generate findings that there are numerous challenges as well as opportunities in using differentiated instruction within the MATATAG curriculum inside their respective classrooms. Additionally, teachers are using varied techniques to cater the diverse needs of the students and to implement differentiated instruction within MATATAG Curriculum successfully and effectively. The findings in this research study concludes that using differentiated instruction within MATATAG Curriculum holds a great potential in educational growth however it suggest for a continuous support and professional training program for teachers such as seminars and workshops to cater the diverse needs of the students, especially in the newly implemented framework- MATATAG Curriculum.
Keywords:
lived experiences, differentiated instruction, MATATAG curriculum, techniques, framework
Exploring Lived Experiences of Elementary Teachers using Differentiated Instruction within the MATATAG Curriculum
The purpose of this research is to explore the lived experiences of elementary teachers in using differentiated instruction within the MATATAG Curriculum. In this research that has been carried out within the framework of qualitative research approach, the answers have been sought to be found in the research questions “What are the possible challenges and opportunities in using differentiated instruction within the MATATAG Curriculum”, and “What are the techniques used in implementing differentiated instruction within the MATATAG Curriculum”. The research participant includes 23 elementary teachers using a purposive sampling method in all elementary school in DepEd Tolosa District. Data were collected through a semi-structured interview guide method. The data collected were analyzed using Braun and Clarke (2013) Method under Thematic Analysis Technique. This study was able to generate findings that there are numerous challenges as well as opportunities in using differentiated instruction within the MATATAG curriculum inside their respective classrooms. Additionally, teachers are using varied techniques to cater the diverse needs of the students and to implement differentiated instruction within MATATAG Curriculum successfully and effectively. The findings in this research study concludes that using differentiated instruction within MATATAG Curriculum holds a great potential in educational growth however it suggest for a continuous support and professional training program for teachers such as seminars and workshops to cater the diverse needs of the students, especially in the newly implemented framework- MATATAG Curriculum.
