Knowledge and Utilization of Differentiated Instruction among Junior High School Social Studies Teachers in Davao del Sur

Abstract

In the contemporary educational environment, teaching and learning processes increasingly rely on successfully utilizing and implementing subject knowledge. This research sought to determine social studies teachers' level of knowledge and utilization in terms of their significant relationship with student interest, assessment, challenging lessons, content, process, and product. This quantitative study employed a descriptive correlational research design that measured the relationship between variables. The researchers conducted random sampling and collected data from 119 junior high school social studies teachers in Davao del Sur, Philippines. The pilot testing showed an excellent result of α = 0.98 utilizing Cronbach alpha. The study's results revealed that social studies teachers understood what differentiated instruction meant and felt comfortable and competent in implementing it, as they utilized it more than half the time. The results also indicated a moderately significant relationship between the social studies teachers' knowledge and utilization of differentiated instruction. Moreover, the researchers recommended enhancing professional development to improve teaching methods and promote inclusive learning environments. This paper corresponds with SDG Indicator 4.c, which emphasizes recruiting and training skilled educators and enhancing professional development to advance teaching and learning methodologies.