Differentiated Learning Instruction: Its Effects on Students’ Oral English Fluency

Abstract

The study aimed to determine the effects of using differentiated learning instruction on students’ oral English fluency. It utilized quasi-experimental method using pre-test-post-test one group design. The Job Enabling English Proficiency Accelerate 4 (JEEP 4) students Section 12 of the Mindanao State University – Maguindanao enrolled in the second semester of the Academic Year 2013-2014 were chosen as subjects of the study. The instrument covered four specific areas -- Sentence Reading, Reading and Pronunciation, Comprehension and Structure, Sentence Repetition. The mean was used to describe students’ oral English fluency. The z-test was also utilized to determine the significant difference between the oral English fluency levels of the students after utilizing the differentiated learning instruction. The z-test was set at a 0.05 level of significance.