The Mediating Effects of Classroom Management and the Relationship between Differentiated Instruction in Teaching and Student Engagement

Abstract

Aims: To determine the Mediating Effects of Classroom Management and the Relationship of Differentiated Instruction to Teaching and Student Engagement. Study Design: Quantitative non-experimental design. Place and Duration of Study: The study was conducted through online survey in public schools of Division of Davao City, Davao del Sur during the school year 2021-2022. Methodology: The respondents were 300 teachers from public schools in   Division of Davao City, Davao del Sur, Region XI, Southern Mindanao, Philippines. The selection of respondents was carried out through a stratified sampling technique. The data were collected using google forms. Results: It shows that the relationship between the variables differentiated instruction, student engagement and classroom management was significant. Further, this study rejected the Ho that indicated no significant mediator between Classroom Management and Differentiated Instruction's teaching and student engagement relationship. Therefore, it appears that there is full mediation occurring in this study. Conclusion: It can be concluded that there is a significant relationship between Student Engagement and Differentiated Instruction, as well as classroom management and Differentiated instruction. Therefore, it was described in this study that there is full mediation in the Mediating effect of classroom management and the relationship of differentiated instruction of teaching and student engagement. The Schlechty's Student Engagement Continuum theory can be linked to this research, which proves that it requires involvement in the activity to make students' learning more positive. However, students will be more interested in learning because of good lesson planning, methods, strategies and techniques of the teacher that will result in interactive student engagement.