Interplay of Differentiated and Traditional Instructions to The Level of Creative Writing Performance of Grade Eight Students
Description
This study examined the comparative effects of differentiated instruction grounded in students’ multiple intelligences and traditional lecture-based instruction on the creative writing performance of Grade 8 students at Mariveles National High School-Poblacion during the 2025–2026 School Year. A quasi-experimental research design was employed, involving thirty Grade 8 students who were assigned to control and experimental groups through paired sampling based on their dominant multiple intelligences. Pretest and post-test creative writing tasks were administered to measure performance across four domains, fluency, flexibility, originality, and elaboration, using validated lesson plans and scoring rubrics adapted from the Torrance Tests of Creative Thinking (TTCT) Verbal Battery. The experimental group received differentiated instruction aligned with students’ intelligence profiles, while the control group was taught using traditional lecture-based methods. The study was anchored on Multiple Intelligence Theory, Personalized Teaching Theory, and Vygotsky’s Zone of Proximal Development, highlighting individualized learning and scaffolded instruction. Findings indicated that both groups demonstrated improvement in all four dimensions of creative writing; however, the experimental group showed significantly greater gains, particularly in originality. These results emphasize the effectiveness of differentiated instruction in enhancing students’ creative writing performance and suggest the importance of assessing learners’ writing profiles and dominant intelligences to design instructionally responsive and engaging writing activities that foster higher-order creative skills.
Files
Institutions
- Bataan Peninsula State UniversityCentral Luzon, Balanga