The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners

INTERNATIONAL JOURNAL OF SOCIAL SCIENCE HUMANITY & MANAGEMENT RESEARCH ISSN (print) 2833-2172, ISSN (online) 2833-2180 Volume 04 Issue 10 October 2025 Impact Factor: 6.79 ,10.58806/ijsshmr.2025v4i10n05DOI: Page No. 1748-1901 IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1748 The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners RAYCO, JENNIFER A. Faculty of Graduate School Pamantasan ng Lungsod ng San Pablo San Pablo City, Laguna ABSTRACT: This study aimed to determine the use of differentiated instructional materials (DIMs) as an educational tool to effectively teach World History to Grade 8 students during in-person classes at Col. Lauro D. Dizon Memorial Integrated High School. This study used pre-test and post-test group designs togather the relevant data from 160 Grade 8 students who served as the respondents. The pretest was given prior to the students’ use of the materials whilst the post-test was given after their successful exposure to DIMs. The following findings were gathered: During the pre-test, almost half (46.87%) of them scored fairly, 39.38% satisfactory, and 3.75% very satisfactorily. However,10% did not meet expectations, and none got an outstanding score. In contrast,the post-test showed that 41.25% got an outstanding score, 38.75% very satisfactory, and 20% satisfactory. All respondents met the expectations of the subject this time. The comparative data that showed a significant difference between the pretest and post-test scores of the respondents proved that the remarkable improvement in their post-test scores was due to the use of differentiated instructional materials (DIMs). Finally, the Pearson r computation resulted in a very strong positive correlation between the perception of studentsin the use of DIMs through its four key elements: content, process, product, affect/environment, and their corresponding post-test scores thus, a significant relationship between the said perception of the students and the obtained post-test scores. These proved that the higher the level of perception, the higher the correlation. The scope of this study was limited to the Grade 8 students of Col. Lauro D. Dizon Memorial National High School and World History (AP 8) subject only. KEYWORDS: Differentiated instructional materials, in-person classes, content, process, product, affect/environment, pre-post-test. CHAPTER 1 INTRODUCTION Background of the Study The implementation of the K to 12 curriculum under Republic Act 10533 emphasized inclusive education, requiring teachers to address learners’ diverse needs. Despite these reforms, challenges persist in teaching Araling Panlipunan (AP), particularly World History, where learners often perceive the subject as unengaging and difficult. At Col. Lauro D. Dizon Memorial Integrated High School, the consistently low Mean Percentage Scores (50–60) in AP8 indicate the need for innovative strategies. The COVID-19 pandemic further exacerbated learning gaps, reducing students’ motivation and comprehension. As schools returned to full in-person classes, there emerged a strong demand for learner-centered approaches that could bridge these gaps. Differentiated Instruction (DI), anchored on Gardner’s Theory of Multiple Intelligences, Constructivist Learning Theory, and Tomlinson’s Differentiated Instruction Framework, provides opportunities to design instructional materials (DIMs) tailored to students’ readiness, interests, and learning profiles. By integrating DI in AP8, teachers may transform classroom instruction, improve student achievement, and foster more inclusive learning environments. Statement of the Problem This study attempted to determine the efficacy in the use of Differentiated Instructional Materials in teaching World History (Araling Panlipunan 8) for inperson classes of Grade 8 Learners in Col. Lauro D. Dizon Memorial Integrated High School. Specifically, it aimed to answer the following questions: 1. What is the perception of the Grade 8 respondents in the use of Differentiated Instructional Materials (DIMs) as to: a. Content The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1749 b. Process c. Product d. Affect / Environment 2. What are the Pre-test Scores of the Grade 8 respondents in World History (AP 8) during the Second Quarter period before being exposed to the use of DIMs? 3. What are the Post-test Scores of the Grade 8 respondents in World History (AP 8) during the Second Quarter period after being exposed to the use of DIMs? 4. Is there a significant difference between the pre-test and post-test scores of Grade 8 respondents during the Second Quarter period before and after being exposed to the use of DIMs? 5. Is there a significant relationship between the perception of Grade 8 Learners in the Use of Differentiated Instructional Materials (DIMs) through its four key elements: Content, Process, Product and Affect/Environment and their Posttest Scores in World History (AP 8) for the Second Quarter Period? Hypotheses: The following hypotheses were formulated: Ho: There is no significant difference between the pre-test and post-test scores in World History (AP 8) among Grade 8 respondents during the second quarter period. Ho: That there is no significant relationship between the Perception of Grade 8 Learners in the Use of Differentiated Instructional Materials (DIMs) through its four key elements: Content, Process, Product and Affect/Environment and their Post-test Scores in World History (AP 8) for the Second Quarter Period. Theoretical Framework The Theory of Multiple Intelligences, Constructivist Learning Theory, and Tomlinson’s Differentiated Instructional Framework serve as the foundation for this research study. Gardner (1999) proposed that an individual's intelligence is not a single quantifiable quality, but rather a collection of different forms and facets. Gardner's Theory of Multiple Intelligences inspired the researcher to investigate this topic further. Furthermore, this theory proposed that there are eight intelligences that emphasize the importance of problem-solving. This theorized that not all learners learn in the same way and that each human being is unique and different. Enriching classroom instruction by providing a diverse range of techniques and strategies would provide opportunities for all students by fostering the development of their individual strengths (Gardner, 1999). Teachers are challenged to cater instruction in such a way that it addresses the individual needs of the learner who learns in different ways by viewing learners as unique individuals. This may not appear to be a difficult task for the teacher, but careful planning of lessons and how these lessons will be carried out necessitates careful preparation. Furthermore, the uniqueness of each learner suggested that the teacher should first consider the students' knowledge or what the students already know. Constructivist Learning Theory backs up the idea that students' knowledge and experiences should be taken into account during the teaching and learning process. Constructivist Learning Theory has historical roots in the works of Dewey (1929), Vygotsky (1962), and Piaget (1963). (1980). According to Dewey (1938), as cited by Bada (2015), learning differs for each individual based on how they construct meaning from their experiences. As a result, rather than being passive recipients of knowledge, learners are active agents in the teaching and learning process, creating and attaching their own meaning to the new concept or information presented to them. The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1750 Figure 1. Differentiated Instruction Framework by Tomlinson (2013) According to Tomlinson (2013), Differentiated Instruction (DI) allows teachers to address the students' varying needs by recognizing the range of differences or uniqueness among students and allowing teachers to cater to each student's unique learning style by adjusting what they teach and how they teach it. Teachers may differentiate their lessons through the content or the access to the lesson or topic at hand, process or how the learners make sense of the information presented to them, product or learning artifacts, evidence or outputs, and affect/environment or the physical and affective climate in the classroom (Tomlinson, 2009). These four components of Differentiated Instruction (DI) allow teachers to address students' varying needs by recognizingthe range of differences or uniqueness among students and allowing teachers to cater to each student's unique learning style by adjusting what they teach and howthey teach it, according to Tomlinson (2013). Teachers can differentiate their lessons based on the content or access to the lesson or topic at hand, the process or how learners make sense of the information presented to them, the product or learning artifacts, evidence or outputs, and the affect/environment or the physical and affective climate in the classroom (Tomlinson, 2009). Teachers are expected to be able to attend to the individual needs of each student using these four methods of differentiating the teaching and learning process. Teachers are guided in the implementation of differentiated instruction by their understanding of the student's needs, interests, and learning profile. According to Tomlinson and Imbeau (2010), readiness is defined as a student's current familiarity with specific knowledge, understanding, and skills. Student interests are defined as "that which engages a student's attention, curiosity, and involvement" (Tomlinson & Imbeau, 2010, p. 16). A learning profile is defined as "a preference for absorbing, exploring, or expressing content" (Tomlinson & Imbeau, 2010, p. 17). By taking into account the differences among learners, teachers can successfully incorporate differentiated instruction into the teaching and learning process with the help of this framework. Finally, affect or environment refers to the rapport or relationship that exists between the teacher and his or her students. It also refers to the overall tone or atmosphere of the classroom. Furthermore, by determining students' perceptions of teaching and learningprocess, the researcher will be able to understand how students perceive the use of such an approach for refinement and improvement of its application. According to Q i o n g ( 2017), p e r c e p t i o n h a s t h r e e s t a g e s : selection, organization, and interpretation. The definition and stages of perception will guide the researcher in developing an instrument that can determine whether or not differentiated instruction was evident in in-person classes. The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1751 Conceptual Paradigm The research paradigm depicts all the variables related to the study in order to provide a clearer perspective of the study. The IPO (Inputs-Process-Output) Model is depicted in Figure 2 as the study's Conceptual Framework. This model explains how INPUTS, when PROCESSED, can result in an OUTPUT. INPUTS are represented in this research study by the Pre-Test Scores of Grade-8 students in World History (AP8) during the Second Quarter Period. These inputs will go through a PROCESS such as the Implementation of Differentiated Instructional Materials (DIMs) through the use of a Survey Questionnaire. The responses of the learners vary according to the extent to which they agree or disagree with the Four Key Elements of Differentiated Instructions, such as Content, Process, Product, And Affect/Environment. Furthermore, once the respondents' perceptions become significantly reliable and acceptable, the OUTPUT of this research study are the respondents’ Post-Test Scores and their Improved Performance with the use of the DIMs in learning World History (AP8) during in-person classes. Significance of the Study The researcher hopes that the findings of the study are beneficial for the following: To the students. This research study will investigate whether the use of differentiated instruction has a positive impact on the improvement of students' performance. To the teachers. This research study will investigate a teaching strategy that can be used in in-person classes. It can improve classroom instruction, lesson planning, and achievement of the curriculum guide's targeted student learning outcomes. To the school heads. This research study once adopted and used by the school will be useful to the school administrators because it will guide them in developing school policies regarding curriculum and instruction to improve students' performance. To the researcher. This research study may fulfill the researcher's pursuit of the positive impact of differentiated instruction in a novel delivery of instruction, particularly during the return of in-person classes following the restrictions imposed by the CoViD-19 pandemic in Philippine education. This research study will open many doors in the field of instruction for future use in rapidly changing educational settings. To future researchers. This study may serve as a guide for future researchersto use as a reference. They may also obtain a literature review from this researchstudy. Based on the findings of this study, they can design a new study. Scope and Limitation of the Study The study was limited to 160 Grade 8 learners of Col. Lauro D. Dizon MIHS during SY 2022–2023. It covered their perceptions of DIMs, pre-test and post-test scores, and the implementation of differentiated strategies in teaching AP8 during the second quarter. Definition of Terms The following terms were defined conceptually and operationally for better understanding and benefit of the readers. Academic Achievement. Academic achievement in this study refers to academic outcomes that indicate how well a student has met their learning objectives. (either in the short or long term). Exams or continuous assessments are frequently used to assess students, so grades are used to assess them. Affect/Learning Environment. This refers to how the teacher organizes the class in the classroom environment in this study. This includes establishing rules and expectations, establishing procedures or groupings, establishing rapport between the teacher and the students, and establishing an overall climate in the teaching and learning process. Content. This refers to the learning competencies that students must master in this study. It also refers to the method by which students The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1752 can gain access to learning competencies. Differentiated Instructional Materials (DIMs). These are teaching materials that cater to the various needs of students while taking their interests, learning profiles, and readiness into account. DIMs enable the differentiation of lessons based on content, process, product, and affect/environment. They are also referred to as an educational intervention or treatment. In-Person Instruction. This refers to the conduct of classes through instructional interaction that occurs physically and in real-time between teachers and students in the actual classroom setting in this study. Perception. In this study, this refers to the extent to which respondents agree or disagree that certain indicators of Differentiated Instruction are visible in in-person classes. Pre-test It refers to a 25-item test administered prior to the administration of an experimental treatment or educational intervention in order to determine the similarity of the one experimental group. It also determines the student’s level of comprehension at the start of the treatment. Post-test. It refers to a 25-item test administered to the same group of respondents (comprised of 160 respondents from seven sections handled by the researcher) after the treatment was administered using Process Oriented Guide Inquiry Learning. Process. This refers to the sets of activities or learning tasks that enable students to make sense of the content in this study. Product. This is the method or way students will present their output to demonstrate learning of the content in this study. CONCEPTUAL LITERATURE Differentiated Instruction. The Philippines received the lowest reading comprehension score among the 79 countries in the 2018 Programme for International Student Assessment, according to the report entitled: "Capturing the Complexity of Differentiated Instruction" (PISA). It is a global assessment of students' Reading, Mathematics, and Science proficiency administered by the Organization for Economic Cooperation and Development. And while it is disheartening to score the lowest in reading comprehension, we must recognize and accept that the quality of education in the Philippines is declining to find an effective and sustainable solution to the problem. Teachers are encouraged to address student heterogeneity in their daily teaching practice to address their constantly increasing learning demands. One of the best remedies to enhance and modify our learning practices is Differentiated Instruction (DI). It is a popular and practice-proven approach tailored to efficiently meet the diverse and distinctive needs of learners (Coubergs, Struyven, Vanthournout; et al., 2017). It also promotes inclusive education and aims to support academic learning and foster the social and emotional development of the students. This further means that students can learn and acquire content and competencies using varied resources and strategies, allowing them to demonstrate knowledge, values, and skills based on their unique needs and preferences. The effectiveness of DI is frequently linked to the best learning outcomes in terms of academic performance and achievement because it can be described as a collection of instructional strategies that enable teachers to ensure that all students, regardless of their characteristics, have positive and successful learning situations (Loreman, 2017). Until now, however, there are still varying definitions studies on the effects of DI and motivating research into several DI frameworks (Jennek et al., 2019; Lindner and Schwab, 2020). Holland (2017) stated that Differentiated Instruction is associated with increased student engagement and motivation; and identified specific classroom management strategies that supported the effective implementation of differentiated instruction, such as flexible grouping, clear expectations, and student of the instructional method, making it difficult to compare the findings of various choice. McCarthy (2016) offered a comprehensive guide to implementing differentiated instruction in academically diverse classrooms, including classroom management strategies that support successful implementation. She also highlighted the importance of establishing a positive classroom culture, setting clear expectations, and developing practices and procedures that support student independence and accountability. Deunk et al. (2018) conducted a meta-analysis to examine the effects of DI on the cognitive abilities of primary kids in light of this. The analysis of 21 studies revealed that DI generally has a beneficial impact on the pupils' academic achievements (Deunk et al., 2018). However, no meaningful overall effect was discovered when DI was operationalized only through grouping techniques. The findings of a meta-analysis by Steenbergen-Hu et al. (2016) indicated that there were no appreciable impacts of DI on student performance when grouping methods were used. A parallel study by Nusser and Gehrer (2020) showed positive progress in the German reading competence of secondary students. But it could not be defined as an effect of teachers’ use of DI (Nusser and Gehrer, 2020). The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1753 There is a need to explore how teachers differentiate their instruction, particularly from large-scale studies on DI (Prast, van de Weijer-Bergsma, Kroesbergen, et al., 2 0 1 8 ; R i t z e m a , Deunk, a n d Bosker, 2016). The systematization of the DI concept and the categorization of potential instructional strategies used to handle the wide range of student differences are necessary due to several intrinsic limitations on its efficient application. Pozas and Schneider (2019) offered a taxonomy of DI practices to close the gap between educational theory and common instructional practice. The taxonomy is anchored within the current DI literature and research and built on existing works by giving teachers helpful and specific guidance on planning and differentiating their instruction to resolve classroom diversity. A study by Jennek, Gronostaj, and Vock (2019) revealed that, on average, the overall use of DI does not differ significantly between school tracks. Even with a deeper look into the particular single implemented DI practices, like tiered assignments and learning aids, the authors found no evident variances among the school tracks. The application of DI, in summary, may be influenced by the subject domain and school track. As such, contextual factors must not be taken for granted when examining teachers’ use of DI. Al-Shehri (2020) studied the effect of DI on the critical thinking aptitude of grade six students, and evidence showed that an instructional program based on DI generated a much better performance of the students in terms of their critical thinking skills. “Perception is the process of organizing, identifying, and interpreting sensory data to represent and understand the information or environment presented” (Schacter, 2011). There are three stages of perception, according to Qiong (2017): (1.) selection, (2.) organization, and (3.) interpretation. Selection is the initial stage of perception wherein student makes meaning from the stimuli they experience in their learning environment. Learners only include stimuli that have relevance to them and have a habit of neglecting others that are irrelevant to their experiences. The final stage of perception is the interpretation stage, wherein the learners give meaning to the sensed experience. Learners assign meaning to the pattern; however, different people may interpret the same stimulus differently due to differences in background and belief system. In 2018, Parsons et al. stated that adapting Differentiated Instruction is "the cornerstone of effective instruction" and "the gold standard teachers should strive for." Truly, differentiating instruction is a challenging teaching ability (M. van Geel,T. Keuning, J. Frèrejean, D. Dolmans, J. van Merrinboer, and A. J. Visscher, 2019). Another study by Moosa and Shareefa (2019) revealed a link between the teachers' knowledge of DI and its implementation; and between the teachers' sense of efficacy and DI implementation. Based on the regression analysis of their study, the teachers' expertise as facilitators affected the application of DI because they steer the flow of the teaching and learning processes that can encourage students to become achievers. Consequently, their role has a substantial impact on the general performance of the students. At the same time, every teacher faces the challenge of determining the level of knowledge, understanding, and motivation individual students require. Strategies for Differentiating Instruction: A Practical Manual for Using Multiple Intelligence Approaches is an excellent source for teachers to attain and professionally use multiple intelligences in their classrooms. The revised edition contains all new projects and examples of proven and reliable methods for today's diverse learners, including young children. (Roberts, J. L., and T. F. Inman (2021). Based on the study conducted by Suprayogi, M. N. et al., the primary factor considered in "Teaching and Teacher Education" was the growing diversity of student needs that require appropriate instructional strategies. A strategic solution is the provision of activities or instructions relevant to their skills and potential through DI, albeit challenging. Considerably, it appears to be difficult not only on the part of the learners but more on the part of the teachers thus, they need to be further involved in complex teaching variables such as teachers' DI self-efficacy, teaching beliefs, teaching experience, professional development, teacher certification, and classroom size (Suprayogi, M. N., Valcke, M., & Godwin, R., 2017). A specific learning model or method can help teachers develop the analytical thinking skills of the learners. While there is no one size fits all teaching strategy, there are pedagogy models that may improve the thinking skills of learners, most especially when the teacher assesses their individual needs (Sartika, 2018). Now, according to Carol Tomlinson (2003), a frontrunner in the field of differentiated learning and professor of educational leadership, policy, and foundations at the University of Virginia, teachers can differentiate instruction through four ways: 1) content, 2) process, 3) product, and 4) affect/learning environment. The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1754 RESEARCH LITERATURE Teaching practice to address their constantly increasing learning demands. One of the best remedies to enhance and modify our learning practices is Differentiated Instruction (DI). It is a popular and practice-proven approach tailored to efficiently meet the diverse and distinctive needs of learners (Coubergs, Struyven, Vanthournout; et al., 2017). It also promotes inclusive education and aims to support academic learning and foster the social and emotional development of the students. This further means that students can learn and acquire content and competencies using varied resources and strategies, allowing them to demonstrate knowledge, values, and skills based on their unique needs and preferences. The effectiveness of DI is frequently linked to the best learning outcomes in terms of academic performance and achievement because it can be described as a collection of instructional strategies that enable teachers to ensure that all students, regardless of their characteristics, have positive and successful learning situations (Loreman, 2017). Until now, however, there are still varying definitions studies on the effects of DI and motivating research into several DI frameworks (Jennek et al., 2019; Lindner and Schwab, 2020). Deunk et al. (2018) conducted a meta-analysis to examine the effects of DI revealed that DI generally has a beneficial impact on the pupils' academic achievements (Deunk et al., 2018). However, no meaningful overall effect was findings of a meta-analysis by Steenbergen-Hu et al. (2016) indicated that there methods were used. A parallel study by Nusser and Gehrer (2020) showed positive current DI literature and research and built on existing works by giving teachers A study by Jennek, Gronostaj, and Vock (2019) revealed that, on average, the overall use of DI does not differ significantly between school tracks. Even with a deeper look into the particular single implemented DI practices, like tiered assignments and learning aids, the authors found no evident variances among the finalized by categorizing things or people; thus, some researchers call it categorization. Subsequently, coherent thoughts can be derived by organizing the perception of an individual student. In 2018, Parsons et al. stated that adapting Differentiated Instruction is "the cornerstone of effective instruction" and "the gold standard teachers should strive Another study by Moosa and Shareefa (2019) revealed a link between the teachers' knowledge of DI and its implementation; and between the teachers' sense of efficacy and DI implementation. Based on the regression analysis of their study, the teachers' expertise as facilitators affected the application of DI because they steer the flow of the teaching and learning processes that can encourage students to become achievers. Consequently, their role has a substantial impact on the general performance of the students. Based on the study conducted by Suprayogi, M. N. et al., the primary factor considered in "Teaching and Teacher Education" was the growing diversity of student needs that require appropriate instructional strategies. A strategic solution is the provision of activities or instructions relevant to their skills and potential through DI, albeit challenging. Considerably, it appears to be difficult not only on the part of the learners but more on the part of the teachers thus, they need to be further involved in complex teaching variables such as teachers' DI selfefficacy, (Steenbergen-Hu et al., 2016; Deunk et al., 2018; Smale-Jacobse et al., 2019) Exploring how inclusion affects students' academic results is just one goal of development has been highlighted in policy discussions (Zurbriggen et al., 2018). Students' well-being, social inclusion, and academic self-concept are three critical student outcome factors thoroughly investigated in research and literature (DeVries et al., 2018; Venetz et al., 2019). These three student outcome variables have been observed for a long time now because of their relationship to students’ academic learning and performance, including their overall satisfaction and development (Schwab et al., 2020). Furthermore, assessing students’ subjective welfare, societal inclusion, and academic self-concept are variables that can reflect educational quality (Guillemot and Hessels, 2021). The quantitative study by Alnahdi et al. (2021) revealed that the perceptionthe students’ non-academic outcomes (Alnahdi et al., 2021). A more recent study In North Rhine-Westphalia, Germany, children from 872 primary schools and 47 inclusive groups evaluated the frequency of usage of inclusive instructional strategies by their teachers. The results based on the data gathered showed high use of methods for meeting the needs of students with special educational needs (SEN) (K. T. Lindner, G. H. Alnahdi, S. Wahl, and S. Schwab, 2019). The research study of Angela Mae S. Castro (2020) revealed that the developed twister games or gamification in teaching Araling Panlipunan is more effective than the traditional lecture method. On a similar note, Veny Rose GarciaAcojido (2021) published a journal about the Merits and Demerits of AP Teachers in Using Instructional Resources. The journal cited that the merits and demerits reverberate the strengths and weaknesses of AP teachers in teaching the subject. An article by Oka Agus Kurniawan Shavab (2018) disclosed that gamification is a successful technique for educating learners in history classes. It emphasizes how gamification is used as a learning method to capture the students' interest. Furthermore, Potenciano Conte Jr. (2017) cited that using games as a According to Rachma Hasibuan and Nur Ika Sari Rakhmawati (2017), developing new learning strategies like the twister game The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1755 is essential to improve a child's learning ability. Miran Sakhatov (2019) also revealed that didactic games are duly endorsed learning strategies for history classes. Similarly, Polona Jančič (Faculty of Education, University of Maribor, Maribor, Slovenia) and Vlasta Hus (Faculty of Education, University of Maribor, Maribor, Slovenia) (2018) discovered that students are enthusiastic about game-based learning in AP. Unfortunately, the article also showed that AP teachers seldom use this method and prefer traditional learning practices, although students barely participate in the discussion due to a lack of interest. In conclusion, learning improves learners’ outputs and academic accomplishments (Qudsyi, 2017); therefore, AP teachers are encouraged to get out of their comfort zones to make the World History learning environment fascinating and lively to win the active participation of students that will ultimately lead to their enhanced learning and skills development. Studies show that rote learners are limited in their analytical thinking, profound insight, creativity, and problem-solving skills (Madden et al., 2017). guidelines for the slow reopening of in-person classes five days a week and the steady transition to standard operational capacity during the pandemic. DepEd defines in-person classes as conducted through instructional interaction that occurs physically and in real-time between teachers and students in the actual classroom setting. The Department of Education allowed schools to use blended distance learning for the opening of classes in August 2022. However, all private and public schools must conduct five-day-a-week in-personclasses in November of the same year, except those under the Alternative Delivery Modes (Department of Education Order No. 34, Section 2022). In a study conducted by Delgado, et. al (2022), even though online learning platforms serve as an alternative to in-person classes, students of all ages and the educational system faced challenges in adapting to new and innovative ways of Lewis (2021) cited that the absence of in-person classes, distance learning, and instruction brings social isolation. Children lose the opportunity to develop their social skills and collaborate with others, thus has a detrimental effect on their capacity to learn and retain information. Absenteeism has also become a crucial problem during distance learning, where students cannot conform to the requirements and tasks needed to accomplish as opposed to those attending inperson classes. The American Academy of Pediatrics (AAP) revealed persistent absenteeism was more common in students who participated in remote distance learning. In a study conducted by Fuzéki, et. al. (2022), in-person classes cannot be replaced by online exercise classes that are inadequate. While online education provides no risk in terms of health and safety during the pandemic and is a readily accessible mode, its appeal is very different and restricted for some groups of people. The lack of social interaction and guidance from the mentors, including their teachers, worsened the situation. In addition, the motivation on the part of the students is not high compared to those who attend in-person classes. Indeed, more efforts are necessary during the pandemic to keep in-person classes accessible and safe for everyone. Educational offers, is critical because teachers play a significant role in the development of educational contexts (Decristan et al., 2017; Pit-ten Cate et al., 2018). Teachers are inevitably faced with the professional mandate to instigate aptly modified teaching practices that are suitable to their student’s needs, given that a heterogeneous class composition serves as the pedagogical work base for teaching and learning processes (Vaughn et al., 2007b; Pozas et al., 2020; Kärner et al., 2021). Diverse student characteristics and educational requisites call for proper didactic responses that provide learning for every student while being free of exclusion and discrimination (McMurray and Thompson, 2016; Petersen, 2016; Ainscow and Messiou, 2018). From this perspective, inclusive teaching strategies are frequently discussed as a didactic approach to preventing learning barriers for students who are predisposed to experiencing disadvantages in educational situations as a result of personal traits like a diagnosis of having special education needs (SEN) (Lindner and Schwab, 2020; Schwab et al., 2020; UNESCO, 2020). SYNTHESIS OF REVIEW OF RELATED LITERATURE The reviewed conceptual literature establishes Differentiated Instruction (DI) as a teaching framework grounded in theories of learner diversity and inclusivity. Authors such as Tomlinson and Loreman emphasized that DI allows teachers to address varied learning needs by modifying content, process, product, and learning environment. Similarly, theories of perception and cognition highlight how students organize, interpret, and respond to instructional stimuli, supporting the rationale for adapting instruction to individual differences. These conceptual foundations provide the theoretical basis for understanding DI as both an inclusive and effective pedagogical approach. The reviewed research literature, both foreign and local, provides empirical evidence on the application and effects of DI. International studies (Deunk et al., 2018; Nusser & Gehrer, 2020; Pozas & Schneider, 2019) generally reveal positive outcomes of DI on student learning, motivation, and classroom engagement, although findings vary depending on context and implementation strategies. The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1756 Local studies, such as those by Castro (2020) and Delgado et al. (2022), affirm similar results in the Philippine setting, demonstrating DI’s potential to improve learners’ academic performance and critical thinking skills. Despite these findings, some research suggests mixed results when DI is operationalized only through grouping methods, indicating that DI’s effectiveness depends heavily on the quality of planning and execution. Taken together, the conceptual and research literature collectively support the role of DI in addressing diverse learner needs and improving educational outcomes. However, while its general effectiveness is well established, there is limited exploration of its application in specific subject areas such as World History within the Philippine in-person classroom context. This gap highlights the relevance of the present study, which aims to investigate the use of Differentiated Instructional Materials in teaching World History to Grade 8 learners. By focusing on this underexplored area, the study intends to contribute to the growing body of knowledge on DI and offer practical insights for enhancing classroom instruction. CHAPTER 2 METHODS Research Design Because the Pre-test and Post-test scores were studied before and after the experimental manipulation, this research study used a quasiexperimental research design. In this study, respondents were subjected to experimental manipulation in the Use of Differentiated Materials in AP 8. Take note that the term "quasi-experimental" simply means that the respondents were not assigned at random. Furthermore, the quasi-experimental research design, as defined by Cook and Campbell (1979) and mentioned by Jhangiani et al. (2019), resembles a type of experimental research but is not true experimental research because it lacks the random assignment of the subject of study, which is a feature of true experimental research. The manipulation of the independent variables comes before the manipulation of the dependent variables in this design (Jhangiani et al., 2019). In terms of internal validity, a quasi-experimental research design falls somewhere between an observational or non-experimental design, such as a descriptive or correlational design, and a true experimental design. It is the most applicable and appropriate in the context of this study because random assignmentamong subjects is impossible because the subjects are already classified into sections. These are non-random conditions to which subjects have already been assigned (Cook and Campbell, 1979). In this study, the ethical consideration of randomly assigning subjects to experimental and comparison groups posed a challenge. The difficulty of randomizing the subjects brought on by the current pandemic compelled the researcher to use this design. Furthermore, quasi-experimental research designsare frequently used to determine and investigate the efficacy of a treatment, suchas an educational intervention (Jhangiani et al., 2019). Furthermore, this study used a One-Group Pretest-Posttest Design. It is a type of quasi-experiment in which the responses were measured twice: once before and once after a non-random group of participants is exposed to a specific intervention/treatment. The goal was to assess the impact of the intervention, which could be a training program or a policy, or a curriculum shift. This is a quasi-experimental research design in which only one group of participants will receive the pre-test, treatment (educational intervention), and post-test. It is important to note that the one-group pretest-posttest design has these three major characteristics: 1. The group of respondents who receive the intervention is chosen at random, making it a quasi-experimental design. 2. The lack of a control group against which to compare the outcome, and 3. The intervention's effectiveness is determined by comparing pre-and postintervention measurements. The study's methodology included data collection and analysis. The quantitative data were derived from the subjects' responses to the survey questionnaire, as well as their pre-test and post-test scores in World History (AP 8) during the Second Quarter period. To draw conclusions and recommendations for the study, data were encoded, tabulated, analyzed, and interpreted. Respondents and Sampling The respondents were 160 Grade 8 learners purposively selected from seven sections handled by the researcher. Sample size determination was based on Raosoft calculations. Below is the table showing the distribution of the respondents. The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1763 potential instructional strategies used to handle the wide range of student differences are necessary due to several intrinsic limitations on its efficient application. Pozas and Schneider (2019) offered a taxonomy of DI practices to close the gap between educational theory and common instructional practice. It is anchored within the current DI literature and research and built on existing works by giving teachers helpful and specific guidance on planning and differentiating their instruction to resolve classroom diversity. Based on the study conducted by Suprayogi, M. N. et al., the primary factor considered in "Teaching and Teacher Education" was the growing diversity of student needs that require appropriate instructional strategies. It appears to be difficult not only on the part of the learners but more on the part of the teachers thus, they need to be further involved in complex teaching variables such as teachers' DI self-efficacy, teaching beliefs, teaching experience, professional development, teacher certification, and classroom size (Suprayogi, M. N., Valcke, M., & Godwin, R., 2017). 3. What are the Post-test Scores of the Grade 8 respondents in World History (AP 8) during the Second Quarter period after being exposed to the use of DIMs? Table 8. Distribution of Respondents’ Post-test Scores in World History (AP 8) during the Second Quarter Period After Being Exposed to the Use of DIMs Score Post-test Scores in AP8 Verbal Interpretation f % 21 – 25 66 41.25 Outstanding 16 – 20 62 38.75 Very Satisfactorily 11 – 15 32 20.00 Satisfactorily 6 – 10 - - Fairly Satisfactorily 0 – 5 Total - 160 - 100 Did not meet expectations f - frequency % - Percent Table 7 signifies the post-test scores of respondents in World History (AP 8) during the second quarter period after being exposed to the use of DIMs. The information above reveals that 41.25% of the respondents have an outstanding understanding of the subject, 38.75% are very satisfactory, and 20% with satisfactory results. Most importantly, the data shows that all respondents met the expectations of AP 8. In conclusion, there is a huge improvement in the post-test scores of the respondents after being exposed to the use of differentiated instructional materials (DIMs). Teachers use proven learning methods such as the Contextualized Teaching and Learning (CTL) Approach and the Developed Twister Game or Gamification to address the challenges in teaching AP 8, particularly the lack of students’ interest. The CTL Approach can strengthen the links between the learning environment and the community. Localization links the learning content specified in the curriculum to the local information and materials available in the learners’ community while indigenization enhances learning competencies with the biogeographical, historical, and sociocultural context of the learner’s community (Nuqui, 2017). The fact is, many students learn better and recollect information longer when concepts are taught in context. It also makes learning in school relevant and enriching. Gamification in teaching Araling Panlipunan 8 is a powerful tool to increase the level of attentiveness of students. Simulating the game instructions aids students to participate more and absorb the lesson with ease, primarily because they are learning while enjoying it. The research study of Angela Mae S. Castro (2020) revealed that the developed twister games or gamification in teaching Araling Panlipunan is more effective than the traditional lecture method. On a similar note, Veny Rose GarciaAcojido (2021) published a journal about the Merits and Demerits of AP Teachers in Using Instructional Resources. An article by Oka Agus Kurniawan Shavab (2018) disclosed that gamification is a successful technique for educating learners in history classes. It emphasizes how gamification is used as a learning method to capture the students' interest. Furthermore, Potenciano Conte Jr. (2017) cited that using games as a learning tool is highly acceptable. It showed that developed twister games increase the vocabulary of students. According to Rachma Hasibuan and Nur Ika Sari Rakhmawati (2017), developing new learning strategies like the twister game is essential to improve a child's learning ability. Miran Sakhatov (2019) also revealed that didactic games are duly endorsed learning strategies for history classes. Similarly, Polona Jančič (Faculty of Education, University of Maribor, Maribor, Slovenia) and Vlasta Hus (Faculty of Education, University of Maribor, Maribor, Slovenia) (2018) discovered that students are enthusiastic about game-based learning in AP. The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1764 4. Is there a significant difference between the pre-test and post-test scores of Grade 8 respondents during the Second Quarter period before and after being exposed to the use of DIMs? Table 9. Distribution of Respondents’ Pre and Post-test Scores in World History (AP 8) during the Second Quarter Period Before and After Being Exposed to the Use of DIMs Table 9 illustrates the pre-test and post-test scores in World History (AP 8) of the respondents during the second quarter period before and after the intervention of DIMs. The comparative data above clearly shows a huge difference between the pre-test and post-test scores of the respondents, indicating notable progress in their learning aptitude after being exposed to DIMs. It means that the highly encouraging improvement of the respondents' scores validates DIMs as effective learning instruments that motivate students and inspire active participation in classes resulting in enhanced learning and skills development. Differentiated Instruction (DI) is a popular and practice-proven approach tailored to efficiently meet the diverse and distinctive needs of learners (Coubergs, Struyven, Vanthournout; et al., 2017). It also promotes inclusive education and aims to support academic learning and foster the social and emotional development of the students. This further means that students can learn and acquire content and competencies using varied resources and strategies, allowing them to demonstrate knowledge, values, and skills based on their unique needs and preferencesThe effectiveness of DI is frequently linked to the best learning outcomes in terms of academic performance and achievement because it can be described as a collection of instructional strategies that enable teachers to ensure that all students, regardless of their characteristics, have positive and successful learning situations (Loreman, 2017). Ho: There is no significant difference between the pre-test and post-test scores in World History (AP 8) among Grade 8 respondents during the second quarter period. Table 10. Test of Difference Between the Respondents’ Pre-Test and Post-Test Scores in AP8 during the Second Quarter Period Before and After Being Exposed to the Use of DIMs The results from the pre-test (M=10.00, SD=3.33) and post-test (M=19.23, SD=3.58) scores in AP 8 before and after being exposed to the use of Differentiated Instructional Materials (DIMs) show a remarkable increase in the scores obtained by the respondents. This difference is significant because the null hypothesis is rejected, t-stats (df=159) = -68.11 > t-cv = +/- 1.98, and p-value (0.00) < 0.05. Hence, we conclude that the respondents' exposure to DIMs resulted in a considerable improvement in their post-test scores in World History (AP 8). Deunk et al. (2018) conducted a meta-analysis to examine the effects of DI on the cognitive abilities of primary kids. The The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1765 analysis of 21 studies revealed that DI generally has a beneficial impact on the pupils' academic achievements (Deunk et al., 2018). A parallel study by Nusser and Gehrer (2020) showed positive progress in the German reading competence of secondary students. A previous research study by Kulakow (2020) showed that students following a competency-based DI learning method displayed higher levels of academic self-concept than students engaged with the traditional learning method. Similarly, M.S. Al-Shehri (2020) investigated the effect of DI on the critical thinking aptitude of grade six students, and evidence showed that an instructional program based on DI generated a much better performance of the students in terms of their critical thinking skills. In 2018, Parsons et al. stated that adapting Differentiated Instruction is "the cornerstone of effective instruction" and "the gold standard teachers should strive for." 5. Is there a significant relationship between the perception of Grade 8 Learners in the Use of Differentiated Instructional Materials (DIMs) through its four key elements: Content, Process, Product and Affect/Environment and their Post-test Scores in World History (AP 8) for the Second Quarter Period? Ho: That there is no significant relationship between the Perception of Grade 8 Learners in the Use of Differentiated Instructional Materials (DIMs) through its four key elements: Content, Process, Product and Affect/Environment and their Post-test Scores in World History (AP 8) for the Second Quarter Period. Table 11. Perceived Use of Differentiated Instructional Materials and Its Relationship to the Four Key Elements of Differentiated Instruction: Content, Process, Product, and Affect/Environment Table 11 exhibits the relationship between the perception of Grade 8 learners in the use of differentiated instructional materials (DIMs) through its four key elements: Content, Process, Product, and Affect/Learning Environment, and their post-test scores in World History (AP 8) for the second quarter period. The relevant computation using Pearson r resulted in a very strong positive correlation between the perception of students and their corresponding post-test scores. In conclusion, there is a significant relationship between the perception of Grade 8 learners in the use of differentiated instructional materials (DIMs) as to content, process, product, affect/environment and the obtained post-test scores. Therefore, the higher the level of perception, the higher the correlation. “Perception is the process of organizing, identifying, and interpreting sensory data to represent and understand the information or environment presented” (Schacter, 2011). There are three stages of perception, according to Qiong (2017): selection, organization, and interpretation. Students' well-being, social inclusion, and academic self-concept of selfperception are three critical student outcome factors thoroughly investigated in research and literature (DeVries et al., 2018; Venetz et al., 2019). The quantitative study by Alnahdi et al. (2021) revealed that the perception of students regarding their teachers’ use of DI strongly predicted students perceived emotional and social inclusion as well as their academic self-concept. These findings showcase the correlation between the implementation of DI and the students’ non-academic outcomes (Alnahdi et al., 2021). CHAPTER 4 DISCUSSION Summary The study focused on the use of Differentiated Instructional Materials (DIMs) of World History (AP 8) students in Grade 8 at Col. Lauro D. Dizon Memorial Integrated High School during the academic year 2022-2023. Specifically, the study sought to answer the following questions: 1) What is the perception of the Grade 8 respondents in the use of Differentiated Instructional Materials (DIMs) as to: Content, Process, Product, Affect / Environment 2) What are the Pre-test Scores of the Grade 8 respondents in World History (AP 8) during the Second Quarter period before being exposed to the use of DIMs? 3) What are the Post-test Scores of the Grade 8 respondents in World History (AP 8) during the Second Quarter period after being exposed to the The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1766 use of DIMs? 4) Is there a significant difference between the pre-test and post-test scores of Grade 8 respondents during the Second Quarter period before and after being exposed to the use of DIMs? 5) Is there a significant relationship between the perception of Grade 8 Learners in the Use of differentiated instructional materials (DIMs) through its four key elements: Content, Process, Product and Affect/Environment and their Post-test Scores in World History (AP 8) for the Second Quarter Period? From the inferential problems stated, the following null hypotheses were formulated: • There is no significant difference in the pre-test and post-test scores of the respondents before and after being exposed to differentiated instructional materials through its four key elements Content, Process, Product, and Affect/Environment. • There is no significant relationship between the perception of Grade 8 Learners in the use of differentiated instructional materials (DIMs) through its four key elements: Content, Process, Product, and Affect/Environment and their posttest scores in World History (AP 8) for the second quarter period. This study utilized the pre-test/post-test group design involving the same group of respondents before and after being exposed to the use of DIMs. The respondents were composed of 160 students that have been taken from the Grade eight level. Validated pre-test and post-test scores were the main instruments in the study. The following are the salient findings of the study: 1. During the pre-test when students were not exposed to DIMs, almost half (46.87%) of them obtained a fair verbal interpretation of the subject, while 39.38% got satisfactory scores. On the other hand, 3.75% scored very satisfactorily but 10% did not meet expectations. Unfortunately, no one (0%) obtained an outstanding score. 2. The post-test wherein students were exposed to DIMs showed that 41.25% obtained an outstanding verbal interpretation of World History (AP 8), 38.75% scored very satisfactory, and 20% with satisfactory results. Impressively, all respondents met the expectations of the subject at this point. 3. The comparative data between the pre-test and post-test, before and after students were exposed to DIMs showed that there is a significant difference in the obtained scores showing a remarkable improvement subsequently. 4. This difference is significant because the null hypothesis is rejected, therefore, the use of DIMs resulted in a remarkable improvement in the scores of the respondents in World History (AP 8). 5. There is a very strong positive correlation between the four key elements and a significant relationship between the perception of Grade 8 learners in the use of differentiated instructional materials (DIMs) as to content, process, product, and affect/learning environment vis-à-vis the obtained post-test scores. CONCLUSIONS Based on the findings of the study, the following conclusions are drawn: 1. The pre-test results obtained by the respondents required improvement since 10% did not meet expectations and the majority merely scored fairly. Proper intervention and assistance must be immediately extended to expand their verbal interpretation skills. 2. The post-test results showed remarkable progress as almost half of the respondents got an outstanding score while everyone met the expectations in World History (AP 8) hence, it can be assumed that the exposure of the students to the use of DIMs effectively resolved the deficiencies or learning gaps during the pre-test. 3. The significant difference between the pre-test and post-test results showing remarkable progress subsequently, implies the vital need for instructors to use DIMs in teaching World History (AP 8) to Grade 8 students during in-person classes. 4. The rejection of the null hypothesis underscores the key role of DIMs in helping students maximize their verbal interpretation and learning abilities. 5. The very strong positive correlation and significant relationship between the perception of Grade 8 students vis-à-vis the result of their post-test, signifies that the higher the level of perception, the higher the correlation. RECOMMENDATIONS Based on the findings and conclusions of the study, the following are recommended: 1) Since it was found out that there was a significant difference between the pretest and post-test scores of the respondents, the use of DIMs should be employed to the learners all-throughout the school year to continuously help improve the performance of their learners. 2) The study provides positive outcomes on the use of Differentiated Instructional Materials (DIMs) through content, process, product, affect/environment in assisting and motivating Grade 8 students to learn World History (AP 8) effectively, teachers may strongly consider its use immediately. The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1767 3) Proper implementation and utilization of the established Differentiated Instructional Materials (DIMs) in World History (AP 8) for Grade 8 students at Col. Lauro D. Dizon Memorial Integrated High School during in-person classes as supplementary learning materials to the existing modules through the following steps: Step 1: Establishment, endorsement, and approval of the materials; Step 2: Progress tracking and evaluation of the result-based outcomes and assessment of its impact on the learners’ verbal interpretation and learning skills improvement; Step 3: Revisit, review, and revision of the learning material after three (3) years as necessary, to adapt to the dynamics and contemporary needs of the subject matter; 4) Integration of the materials and imposition of Continuing Quality Improvement (CQI) in the teaching-learning landscape through In-ServiceTraining (INSET), seminar workshops, and other Continuing Development Programs (CDP) among teachers. 5) Parallel studies must be considered and conducted for the use of DIMs as supplementary learning material in teaching other subjects across all grade levels for in-person or face-to-face classes. DEDICATION This thesis manuscript is the fruit of countless and laborious sacrifices. I heartily and proudly dedicate this work to the people who served as an inspiration. From my Granny, Papa, Mama Susie in heaven, Ninang Rhidz, sisterets, brothers, nephews, nieces, to my classmates, circle of friends and colleagues and superiors especially my students who extended their help, guidance, and assistance, in any manner, in the midst of challenges while doing this project. I am truly thankful for having all of you in my life. I also dedicate this study to my second home, Col. Lauro D. Dizon MIHS, and to my forever and beloved institutionPamantasan ng Lungsod ng San Pablo. Above all, our God Almighty, who showered us with His blessings in our everyday lives, especially for the strength, courage, patience, wisdom, time, and guidance in the realization of this research study. ACKNOWLEDGMENT Perseverance, inspiration, and motivation have always played a key role in the success of my endeavor. It was indeed a difficult journey, but I am so thankful, grateful, and blessed to have so many loving and supportive people rooting for my success. I would like to express my heartfelt appreciation to everyone who helped in any manner, and shared effort, and knowledge for my thesis defense journey. First, my loving family (my inspiration in pursuing my MA), for their moral encouragement, financial assistance, as well as their spiritual support in every path I take…To my ever-loving Inay (Granny), Papa, Ninong Odi, mga sisterets, brothers, nieces and nephews, and my dear Ninang Ridz and Tita Yeng. My sincerest thanks go to Dr. Sigfredo C. Adajar, my Thesis Adviser (and former PolSci Student in Research), for his unwavering support, patience, motivation, and immense knowledge. I would like to give my genuine gratefulness to the panelist: PLSP President and my Thesis Adviser, Dr. Sigfredo C. Adajar, my Subject SpecialistDr. Marc Lester F. Quintana, my Language Specialist (and HT in AP) - Dr. Elmer C. Escala, my StatisticianProf. Vladimir P. Reyes, and to our Graduate School DeanDr. Preciosa D. Villacruel. I salute your expertise, advice, comments, and suggestions which made my oral defense easier to present. Words are not enough to thank you all (especially for giving me an A+). To my beloved professors (including my panel), Dr. Janet N. Suaverdez, Dr, Donny Aries C. Malvar, Dr. Rommel D. Mallari, and Prof. Jay Anne V. Consignado thank you all for sharing us your wisdom. Special thanks also to our former and current School Heads - Mam Editha L. Fule and Doc Lina M. Laguras respectively. Thank you also to other School Personnel who helped me gather info/data for my course requirements and thesis. To Mam Aleli C. Juliano, Mam Sarah S. Javilagon, Mam Marife B. Calanasan, and Mam Lyn L. Joaquin, super big thanks for helping me validate my research instruments. Truly appreciate your time and expertise. To my Dizon High friends, colleagues, and G8Chief Adviser, Mam Rubelyn N. Enero, my AP Familia headed by Doc Elmer, for their all-out support, love, care, and encouragement. Thank you for always believing in my potential.I super love you all. my PLSP friends, kapatid Mam Luz Bandian, Kumadre Mam Fepot, Mam Yena, and Sir AJ. To my dear students – for being responsible and participative students. Special thanks also to my pre-service teachers: Sir Zeke and Mam Ckhrystel. The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1768 To my stress relieversmy fur babies, Princess, Elie, Charlie, and Tommy – plus Sendo, Bakbak and Lucky. To my Dear Mama Susie, this is also for you, I miss you and love you with all my heart. Still wish that you were here. Above all, Jesus Christ, our Lord, and Savior, for giving me the wisdom, strength, and ability in exploring things, the guidance in surpassing all the trials encountered, and for giving me the determination to pursue and complete this study. I give back all the honor and glory to You. Ad Majorem Dei Gloriam. The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1769 The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1770 The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1771 The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1772 The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1779 Appendix B: Certificate of Content Validation The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1780 Appendix C: Research Ethics Clearance Form The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1781 Appendix D: Letter to the School Principal The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1782 Appendix E: Request Letter as Research Instrument Validators I. Survey Questionnaire and II.Pre/Post Tests The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1783 The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1784 The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1785 The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1786 The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1787 Appendix F: Informed Consent Form The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1788 The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1795 The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1796 The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1797 The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1798 Appendix I: Instrument Validation for Survey Questionnaire The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1799 The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1800 The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1801 Appendix J: Instrument Validation for Pre/Post Tests The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1802 The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1803 The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1804 The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1811 The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1812 The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1813 The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1814 The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1815 The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1816 The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1817 The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1818 The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1819 The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1820 The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1827 The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1828 The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1829 The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1830 The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1831 Appendix L: Similarity Report Certificate This is to certify that the study entitled THE USE OF DIFFERENTIATED INSTRUCTIONAL MATERIALS (DIMs) IN TEACHING WORLD HISTORY IN INPERSON CLASSES OF GRADE-8 LEARNERS by RAYCO, JENNIFER A. has a similarity index of 15% based on the Turnitin Originality Report (quoted material and bibliography excluded). The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1832 The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1833 Appendix M: Compilation of Differentiated Instructional Materials -DIMS The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1834 The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1835 The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1836 The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1843 The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1844 The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1845 The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1846 The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1847 The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1848 The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1849 The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1850 The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1851 The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1852 The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1859 The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1860 The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1861 The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1862 The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1863 The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1864 The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1865 The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1866 The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1867 The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1868 The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1875 The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1876 The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1877 The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1878 The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1879 The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1880 The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1881 The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1882 The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1883 The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1884 The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1891 The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1892 The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1893 The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1894 The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1895 The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1896 Appendix N: Matrixes for Statistical Tests and Computations CRONBACH’S ALPHA The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1897 The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1898 T-TEST The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1899 PEARSON-R The Use of Differentiated Instructional Materials (DIMs) In Teaching World History in In-Person Classes of Grade 8 Learners IJSSHMR, Volume 04 Issue 10 October 2025 www.ijsshmr.com Page 1900 CURRICULUM VITAE