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This action research investigates the effectiveness of Differentiated Instruction (DI) in teaching English to Grade V and VI pupils, comparing the performance of an experimental group taught with DI to a control group using traditional methods. Results indicate that the experimental group significantly outperformed the control group in posttests, demonstrating that DI effectively addresses diverse learning needs and improves student achievement. The study concludes that DI is beneficial in heterogeneous cla

Author

ZACARIA KANDALAYANG

Language

EN