The Impact of Differentiated Instruction on the Physical Activity Performance of Diverse Learners in Physical Education at Uddiawan National Agro-Industrial School

Jennifer Prado; Celso C. Dumalig

doi:10.55927/ijsmr.v4i9.128

Authors

Jennifer Prado Northeastern College, Inc. Graduate School, Santiago City
Celso C. Dumalig Northeastern College, Inc. Graduate School, Santiago City

DOI:

https://doi.org/10.55927/ijsmr.v4i9.128

Keywords:

Differentiated Instruction, Physical Activity Performance, Physical Education

Abstract

This study examined the impact of differentiated instruction on the physical activity performance of diverse learners in Physical Education at Uddiawan National Agro-Industrial School. Using a quantitative-correlational design, data were collected from 50 randomly selected students through a validated survey questionnaire. Descriptive statistics and Pearson correlation were employed to analyze the data. Findings revealed that differentiated instruction was highly evident (M = 3.31), while students demonstrated high physical activity performance (M = 3.31). Moreover, a significant positive relationship was found between differentiated instruction and physical activity performance (r = 0.68, p = 0.001), indicating that adaptive instructional strategies enhance learners’ participation, skill performance, and physical fitness. The study concludes that differentiated instruction is an effective approach for improving Physical Education outcomes and fostering inclusive learning environments.

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