Development and evaluation of multiple intelligence-based differentiated instructional material for reading and writing

Abstract

‘One-size-fits-all’ is a ridiculous statement. Every individual is unique in his or her special way. However, in education, the usual approach is to clamp the learners based on their age, gender or level of achievement. Even though education has entered the new normal, learners are still using the one-size-fits-all material. As teachers, the researchers opted to design and develop instructional materials that could cater to the needs of the learners while tapping their interest to keep them motivated. The researchers utilised Quipper, an online learning management system, as a platform to develop differentiated instructional materials based on multiple intelligence profiles of the grade 11 students in Cainta Senior High School. The respondents of this study were the grade 11 students and humanities and social sciences English teachers who were purposively selected to evaluate the developed instructional materials and be the source of data. This study employed a quantitative method to determine the multiple intelligence profiles of the grade 11 students and evaluate the 2 groups of respondents. Based on the results, most of the learners possess five prominent bits of intelligence. Both the student and teacher respondents believe that the developed differentiated instructional material has realistic/authentic content, promotes autonomy or independent learning, written using clear and simple language and has inputs and elements that are useful for distance learning. It is recommended that teachers adapt the strategy of developing differentiated materials and the utilisation of different available platforms to help the learners cope in the new normal. Keywords: Multiple intelligence, instructional material, Development, evaluation, teacher