Differentiated instruction in Science 12: Implementation, effectiveness, challenges, and coping strategies among public senior high school teachers

Abstract

Differentiated instruction has become an important teaching approach for addressing the diverse learning needs of students in contemporary science classrooms. Despite its recognized benefits, limited evidence exists on how Science 12 teachers implement differentiated instruction, the challenges they encounter, and the strategies they employ to sustain its classroom application in public senior high schools. This study assessed the effectiveness of differentiated instruction in teaching Science 12 in selected public senior high schools in Legislative District 1, Isabela, during the School Year 2025–2026. Using a descriptive-normative research design, data were gathered from 36 Science 12 teachers through a validated questionnaire, documentary analysis, and unstructured interviews. The findings revealed that differentiated instruction was often implemented and perceived to be very effective. The Science 12 Most Essential Learning Competencies were fully realized despite very serious challenges related to resources, time, curriculum demands, class size, and instructional complexity. Teachers addressed these constraints through reflective practice, professional development, collaboration, and adaptive instructional strategies. The study concludes that differentiated instruction is an effective approach for improving Science 12 instruction when supported by adequate resources, continuous teacher development, and strong institutional support.