 |
[email protected] |
 |
3275638434 |
 |
 |
| Paper Publishing WeChat |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Rex Michael A. Resplandor
Full-Text PDF
XML 1262 Views
DOI:10.17265/1539-8072/2021.07.002
Division of Quezon Province, Quezon, Philippines
This study promotes and encourages the use of Differentiated Instruction (DI) in teaching Media and Information Literacy in senior high school among the schools of DepEd Quezon. This action research used a quantitative experimental design in employing the action research framework. Based on the results of the study, there is significant difference between the control group’s pretest and posttest scores based on the T-Value of 3.24 which is higher than the tabular value of 2.05 at 0.05 level of significance at 28 degrees of freedom. For the experimental group’s pretest and posttest score there is a significant difference based on the T-Value of 4.93 which is higher than the tabular value of 2.05 at 0.05 level of significance at 28 degrees of freedom. However, the data between the T-Value of the control and experimental group are that the experimental group has a higher computed T-Value by 1.69 which means that learners have better understanding and learning of the subject Media and Information Literacy if Differentiated Instruction was used compared to the control group without Differentiated Instruction and is of significant difference. This action research had proven the usefulness of DI in improving the performance and understanding of learners in senior high school in the subject Media and Information Literacy. Hence, the use of DI can be utilized in other senior high schools in the country as a method of effective classroom instruction.
Differentiated Instruction, Media and Information Literacy
Sino-US English Teaching, July 2021, Vol. 18, No. 7, 181-191 doi:10.17265/1539-8072/2021.07.002
Aftab, J. (2015). Teachers’ beliefs about differentiated instructions in mixed ability classrooms: A case of time limitation. Journal of Education and Educational Development, 2, 94-114.
Carstarphen, M. G. (1995). New media literacy: From classroom to community. Paper presented at the Annual Meeting of the Conference on College Composition and Communication. Washington, DC, March 23-25, 1995.
Chen, J.-H., & Chen, Y.-C. (2018). Differentiated instruction in a calculus curriculum for college students in Taiwan. Journal of Education and Learning, 7, 88-95.
George, P. S. (2005). A rationale for differentiating instruction in the regular classroom. Theory Into Practice, 44, 185-193.
Gretter, S., & Aman, Y. (2016). Computational Thinking and Media & Information Literacy: An Integrated Approach to Teaching Twenty-First Century Skills. TechTrends, 510-516.
Heubner, T. A. (2010). Differentiated instruction. Educational Leadership, 67, 79-81.
Ismajli, H., & Imami-Morina, I. (2018). Differentiated instruction: Understanding and applying interactive strategies to meet the needs of all the students. International Journal of Instruction, 11, 207-218.
K to 12 curriculum guide. (n.d.). Retrieved from www.deped.gov.ph
Logan, B. (2011). Examining differentiated instruction: Teacher respond. Research in Higher Education Journal, 13, 1-14.
Nupairoj, N. (2016). The ecosystem of media literacy: A holistic approach to media education. Media Education Research Journal, 24, 29-37.
Robinson, L., Maldonado, N., & Whaley, J. (2014). Perceptions about implementation of differentiated instruction. Retrieved October 2018 from http://mrseberhartsepicclass.weebly.com/
Tomlinson, C. A. (2009). Reading Rockets. Retrieved from http://www.readingrockets.org/article/what-differentiated-instruction
UNESCO. (2017). United Nations Educational, Scientific and Cultural Organization. Retrieved from United Nations Educational, Scientific and Cultural Organization Website: http://www.unesco.org/new/en/communication-and-information/resources/publications-and-communication-materials/publications/full-list/global-media-and-information-literacy-assessment-framework/
Wilson, C., Grizzle, A., Tuazon, R., Akyempong, K., & Cheung, C.-K. (2011). Media and information literacy curriculum for teachers. Paris: United Nations Educational, Scientific and Cultural Organization.