World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue V (May 2026), pp. 491-498
Patrick B. Barraquio
Osmeña Colleges Graduate School
Abstract
This study assessed the ARAL Program tutors' understanding of differentiated instruction in Batuan District. Specifically, it examined their level of understanding in terms of content, process, product, and learning environment, their application of differentiated instruction in teaching, and the challenges they encountered in its implementation. A quantitative descriptive research design was used, involving 21 ARAL tutors as respondents. Data were gathered through a validated questionnaire administered via Google Forms and analyzed using frequency, percentage, and weighted mean.
Findings showed that ARAL tutors demonstrated a very high level of understanding of differentiated instruction across all four dimensions, with process obtaining the highest mean (4.57), followed by learning environment (4.56), content (4.46), and product (4.40). The results further showed that tutors effectively apply differentiated instruction in their educational approaches, particularly in adjusting lesson content, using varied teaching strategies, and promoting learner-centered activities. However, multiple challenges were identified, including limited instructional materials, low learner motivation, large class sizes, limited preparation time, and insufficient institutional support.
The study determines that ARAL tutors in Batuan District possess the necessary knowledge and skills to implement differentiated instruction effectively. Nevertheless, addressing the identified challenges through adequate resources, continuous career development, and stronger institutional support is essential to further improve the effectiveness of the ARAL Program.
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