ABSTRACT
This qualitative phenomenological study found that teachers viewed tiered instruction as a form of differentiated instruction that involves grouping learners based on ability, readiness, and interest. In practice, teachers used pre-assessment, flexible grouping, varied activities anchored on common learning objectives, adjusted task complexity, collaborative learning, and continuous monitoring and classroom management. However, teachers encountered challenges such as time constraints in planning and preparation, difficulty in designing tiered activities, limited instructional resources and classroom facilities, classroom management challenges, and fear of learner labeling and discrimination. Despite these challenges, tiered instruction promoted learner engagement, confidence, inclusivity, peer collaboration, and teacher fulfillment. Based on these findings, an In-Service Training (INSET) Program on Strengthening Tiered Instruction in Mathematics is proposed.
Keywords: Tiered instruction, Mathematics teaching, hindering and facilitating factors, In-Service Training (INSET)
INTRODUCTION
The transition from teacher-focused to student-focused instruction has greatly changed classroom practices, highlighting the various levels of readiness, interests, and learning requirements of students (OECD, 2023). Modern educational reforms and policies promoting inclusive education necessitate that teachers implement responsive and fair teaching methods that cater to learner diversity.
As student performance increasingly becomes a metric for assessing instructional success, the cultural and academic variety present in classrooms creates continuous challenges in providing equitable and relevant learning experiences for every student. This method is crucial for guaranteeing that every student experiences significant academic progress throughout the school year. If differentiation is absent, gifted learners might not be adequately stimulated, while students who face difficulties may lack the necessary assistance to reach academic benchmarks (Alzahrani, 2024).
In response to this diversity, differentiated instruction has become an essential approach in classrooms with mixed abilities. Studies show that differentiated teaching strategies enhance student engagement, motivation, and academic success when they correspond to learners’ readiness and needs (Estaiteyeh et al., 2023; Prast et al., 2023). Likewise, Po et al. (2025) carried out the Reading Aptitude Tiered Program (RATP) with third-grade students in Cebu City, categorizing learners into three tiers according to their English proficiency. Their results showed significant improvements in five out of six reading areas, underscoring the effectiveness of tiered instruction for fostering literacy and engagement. Comedia et al. (2025) further supported the implementation of tiered assignments in multi-grade science classes, demonstrating that differentiated tasks improved conceptual understanding and classroom management.
Even with its advantages, putting tiered instruction into practice entails logistical difficulties. Educators have to balance their instructional responsibilities and the complexity of the curriculum while ensuring every student grasps key skills and concepts. To make differentiation practical, it is advisable to restrict instruction to two or three tiers for each concept—each tailored to suit learners' levels of challenge while changing content, process, or product. This framework helps educators maintain instructional consistency while catering to individual differences.
Recent research continues to affirm the effectiveness of differentiated instruction in Mathematics classrooms. Providing learners with tasks at appropriate levels of challenge enhances motivation, perseverance, and academic achievement. Studies indicate that differentiated and tiered approaches significantly improve mathematical performance and student engagement, particularly in mixed-ability settings (Prast et al., 2023; Alzahrani, 2024). By proactively addressing learner readiness and variability within the regular classroom, differentiated instruction minimizes the need for remedial support and promotes inclusive and equitable learning opportunities.
A public secondary school in the Schools Division of Iloilo City serves both junior and senior high school students, illustrating these difficulties. With around 4,000 students and average class sizes of 50 varied learners, teachers encounter significant challenges in addressing the diverse educational requirements. Therefore, educators need to utilize responsive, evidence-based teaching strategies—such as tiered instruction and assessment—to provide meaningful learning experiences for every student.
see PDF attachment for more information