Differentiated instruction of teachers and sense of coherence of students

Abstract

This study aimed to determine which domain of differentiated instruction of teachers best influences students' sense of coherence. This study utilized the non-experimental quantitative research design using descriptive-correlational technique. Utilizing universal sampling, there were 139 Grade 10 students identified as respondents from one of the secondary schools in Jose Abad Santos I District, Division of Davao Occidental, Philippines. The study was conducted on the first semester of school year 2017-2018. Research instruments on differentiated instruction of teachers and students' sense of coherence were used as sources of data. The study showed the following results: high level of differentiated instruction of teacher; high level of students' sense of coherence; differentiated instruction of teacher significantly influenced students' sense of coherence. There is a significant relationship between differentiated instruction of teachers and students' sense of coherence. Finally, the only domain of differentiated instruction of teacher that significantly influenced students' sense of coherence is assessment.

Keywords: differentiated instruction, sense of coherence, quantitative research, educational management, Philippines