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Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 49 no. 8 (2025)

Application of Differentiated Instruction to Students’ Learning: A Concurrent Triangulation

Annie Fei Laxamana

Discipline: Education

 

Abstract:

This quantitative study systematically investigated the extent of challenges in learning writing skills among freshmen students enrolled in a private higher education institution in the Northern Philippines. The study's central aim was to provide empirically derived, quantitative evidence to serve as the foundational basis for developing a targeted, data-driven intervention program to enhance academic writing proficiency. Utilizing a descriptive–correlational design, primary data were collected during the second semester of Academic Year 2023–2024 from a sample of 204 freshmen students selected via stratified random sampling. The methodological framework employed a researcher-developed Writing Challenges Scale, which demonstrated high internal consistency (α = 0.91). Statistical analysis employed weighted means, the Pearson product-moment correlation coefficient (r), and Spearman's rho (ρ). The principal results revealed a moderate overall extent of challenges in learning writing skills (M = 2.95, SD = 0.81). Classroom-related conditions (M = 3.10) and L1 interference factors (M = 3.07) posed the most significant barriers. Correlation analysis revealed weak but statistically significant positive associations between student age and both student-related challenges (r = 0.141, p = 0.039) and classroom-related challenges (r = 0.174, p = 0.011). The academic program also showed a weak, significant relationship with instructional-materials-related challenges (ρ = 0.162, p = 0.021). These findings confirm that writing difficulties are multifactorial, necessitating a holistic institutional and instructional strategy.



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