INSTRUCTION STRATEGY TOWARD GRADE 10 STUDENTS’ SELF- EFFICACY AND ITS RELATIONSHIP TO THEIR ENGLISH PERFORMANCE
This study focused on the differentiated instruction strategy toward Grade 10 students’ self-efficacy and its relationship to their English performance. This study was a quantitative research; it was utilized to determine the relationship between the socio-demographic profile of the respondents and the differentiated instruction strategy and self-efficacy within the population. The profile and English performance of the students were described using frequency, weighted mean, and percentage distributions. The differentiated instruction strategy and levels of students’ self-efficacy were described using weighted mean and verbal descriptions. Significant relationships among the different variables were analyzed using Spearman’s rho.
This study used quota sampling technique. First, the researcher identified the three secondary schools at Gabaldon, Nueva Ecija, after identifying the schools; the researcher determined the section in Grade 10 with 50 students. The respondents in the study were consists of 150 Grade 10 students who were enrolled in English 10 during the Academic Year 2019-2020 at F.Buencamino Sr. Integrated School, Gabaldon Vocational Agricultural High School, and Ligaya National High School. This study was expected to end after the respondents completed the data to be collected and all the information was submitted.
In the light of the summary of findings, the following conclusions were drawn. Students’ profile in terms of sex was associated with the differentiated instruction strategy and self-efficacy. Females had high level of self-efficacy in English. Educational attainments of the respondents’ mothers were significantly correlated to the level of their self-efficacy and performance in English. The higher the educational attainments of the respondents’ parents, the higher the respondents’ level of self-efficacy and English performance. This revealed that the differentiated instruction strategy, students’ self-efficacy, and English performance were being influenced by many factors. It included the students’ sex, age, family income, and parents’ educational attainments.
Generally, the performances of students in English were described as “strongly agree”, which meant students performed very well in their English performance. Many students have high performances in English and this was influenced by several factors. This included the levels of self-efficacy.
Finally, the results strongly revealed that students who had high English self-efficacy tended to perform higher score in English performance while students who had low English self-efficacy performed fewer score in English. Associations between or among the given variables simply revealed that students’ performances were being influenced by the levels of their self-efficacy. These two important variables played an important role to the student’s achievements in their English performance.
Keywords: differentiated instruction strategy, self-efficacy, English performance
