DIFFERENTIATED INSTRUCTION IN IMPROVING SENIOR HIGH SCHOOL READING COMPREHENSION LEVEL
Keywords:
Reading Comprehension Level, Differentiated Instruction, Effectiveness, Senior High SchoolAbstract
The efficiency of differentiated instruction (DI) for grade 11 senior high school students was examined in this study. Determine whether there is a significant difference between the reading comprehension levels gained by the control and experimental groups, as well as the advantages and disadvantages of employing this strategy. It also attempts to identify the reading comprehension levels of the control and experimental groups in the pre-test and post-test gained results. The inquiry was conducted using a quasi-experimental design.
References
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