Differentiated Instruction with Interactive Multimedia: Based on Pupils’ Readiness Level in Mathematics 6

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Thommy R. Caballero , Jestoni P. Babia . Leo G. Alaras , Mark N. Abadiano


Most teachers find it challenging to motivate students to improve their basic academic performance in mathematics. The efficiency of differentiated instruction with and without interactive multimedia based on the pupils' preparation level in mathematics was investigated using an experimental technique of study using the pretest-posttest with a control group design. According to the findings, Dr. Mayer's theory of multimedia's use of differentiated instruction with interactive multimedia was effective, and Nuris, et al. agreed with Mayer that using multimedia with graphics and animation could result in meaningful learning outcomes for pupils, but pupils who were exposed to differentiated instruction with cooperative learning or without technological engagement were also effective. With a p-value of 0.88, it can be established that the mean gains of learners subjected to differentiated instruction without (cooperative learning) and with interactive multimedia were not significantly different. As a result, technology as a tool for interactive multimedia has an effect similar to enhancing pupils' basic mathematical skills for cooperative learning; thus, Lev Vygotsky's Social Developmental Theory through differentiation should be used in the early development of pupils' basic mathematical skills based on the pupils' readiness level.

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