Abstract

This study evaluated the acceptability of Differentiated Instruction (DI) in teaching English literature to Grade 10 students in Soom Integrated School, Trinidad, Bohol during the School Year 2019-2020. It identified the academic performance of the respondents in specified learning competencies in English literature and the DI’s level of acceptability as perceived by the students as well as the significant relationship between the two variables. A researcher-made questionnaire was used to complete the descriptive-inferential/correlation research method. The study revealed that there was a significant relationship between the students’ academic performance and DI’s perceived level of acceptability. It is recommended that an enhanced DI learning packet be applied in teaching English literature. This includes strategies like RAFT (Role, Audience, Format,Topic), flipped classroom, cubing, tune up stations, tic-tac-toe, exit cards, journal writing and jigsaw activities.