Enhancing Grade 6 Learners’ Performance in Mathematical Fractions through Differentiated Instruction

Abstract

This study examined the effectiveness of differentiated instruction in enhancing Grade 6 learners’ performance in mathematical fractions at Manggahan Elementary School, Zambales. Recognizing the persistent difficulties students encounter with fractions, the research aimed to provide responsive teaching strategies tailored to diverse learner needs. The investigation focused on describing learner profiles, implementing a differentiated instructional approach, and assessing its impact on performance in fraction-related competencies. Strategies included flexible grouping, scaffolded activities, manipulatives, visual aids, technology-supported tasks, and problem-based learning to accommodate varying levels of readiness, prior knowledge, and learning preferences. Findings revealed that differentiated instruction significantly improved learners’ understanding, engagement, and mastery of fraction concepts. Pre-intervention challenges were addressed through scaffolded support and interactive learning experiences, which allowed learners to progress from basic comprehension to more advanced problem-solving skills. The study further proposed a structured intervention program that integrates diagnostic assessment, targeted remediation, enrichment activities, and continuous monitoring to sustain and reinforce learning gains. This program serves as a practical model for teachers to implement learner-centered approaches in mathematics instruction, ensuring inclusive and effective classroom practices. The outcomes highlight the importance of adaptive pedagogy in promoting conceptual understanding and procedural fluency, suggesting that instructional responsiveness can bridge learning gaps in foundational mathematics. The study contributes to educational practice by providing evidence-based strategies for teaching fractions, informing curriculum implementation, and supporting the professional development of teachers. Moreover, the intervention framework offers a replicable approach for similar school contexts, emphasizing the value of structured, differentiated learning in fostering both academic achievement and learner confidence.