Effects of Adapting Instruction on Academic Performance of Selected Learners at Guites National High School

This study explored the effects of adapting instruction through scaffolding, real-world context, and formative assessment strategies on the academic performance of Grade 7 and Grade 10 learners at Guites National High School. The primary objective was to determine the learners’ level of performance before and after the implementation of adaptive instructional strategies, identify whether significant differences existed between the results, and develop an instructional framework that could enhance the teaching of Mathematics and Science. The study employed a quasi-experimental research design using pretests and posttests to measure the learners’ performance in selected first-quarter competencies. The collected data were analyzed using statistical tools such as mean scores and paired sample t-tests to determine the significance of changes in learners’ academic performance after the intervention. The adaptive instructional strategies implemented during the study included scaffolding techniques to guide learners through complex tasks, the use of real-world contexts to make lessons more meaningful and relevant, and continuous formative assessments to monitor progress and provide timely feedback. The findings revealed a notable improvement in learners’ academic performance following the implementation of adaptive instruction. Grade 7 learners in Mathematics demonstrated an increase in their mean score from Fairly Satisfactory to Outstanding, while Grade 10 learners in Science showed a similar improvement from Satisfactory to Outstanding levels. Statistical analysis confirmed significant differences between the pretest and posttest scores, indicating that the intervention positively influenced learners’ conceptual understanding, engagement, and mastery of competencies. Based on these findings, an instructional framework was proposed to support learner-centered, contextualized, and reflective teaching practices. The study concludes that adaptive instruction promotes meaningful learning experiences and improved academic outcomes, and it is recommended that teachers integrate scaffolding, real-world applications, and continuous formative assessment in Mathematics and Science instruction.