DIFFERENTIATED INSTRUCTION THROUGH FLEXIBLE GROUPING: STRATEGY TO ENHANCE THE LERANERS ACADEMIC PERFORMANCE IN DISCIPLINE AND IDEAS IN SOCIAL SCIENCES (DISS).

This study aimed to determine the effectiveness of differentiated instruction through flexible grouping in enhancing the learners? academic performance in Discipline and Ideas in Social Sciences (DISS). A quasi-experimental research design was used in which two different learning environments were compared. The participants of the study were two classes of Senior High School students enrolled in DISS, assigned randomly as experimental and control groups. Participants in both groups were identified and matched based on their grade point average (GPA). The control group was taught using the traditional approach of teaching while the experimental group was taught the same lesson using differentiated instruction through flexible grouping. The effectiveness of the differentiated instruction was measured through the pre-test and post-test performances of the participants. The results of this study revealed that the use of flexible grouping improves students? academic performance. The strategy enhances the ability of students to make better in class performance. Furthermore, it confirmed the concept of differentiated strategy as a method in which students learn better when they are given varied ways in doing class activities. It also develops among students social values such as unity and cooperation.