In Dental education, there is a great need for enhancing the learning achievements, specifically, identifying the conceptual understanding in Physiology. One way to enhance the conceptual understanding is to tailor-fit the learning activities to the students’ learning styles through differentiated classroom instruction (DCI). This study will use the mixed experimental and descriptive quantitative method following the pre-post test design with control. The learning styles of the participants will be determined through the use of an adapted VARK questionnaire. A self-made Physiology Concept Test (PCT) will be used after it has been validated and checked for internal consistency to measure the conceptual understanding of the students on the Muscular and Sensory Physiology lessons. A pretest will be given to the participants after which they will undergo six weeks of DCI based on their determined learning styles, a post-test will be given after the intervention. A structured lesson plan highlighting the intended learning outcomes, the content, guide questions, instructional procedures, evaluations, and assignment will serve as the teacher’s guide in the implementation of the DCI to the experimental group. The performance tasks/ learning activities will be assessed using rubrics specific for the expected output of the DCI. Pretest and posttest scores will be compared using a paired t-test to determine the impact of the DCI to the conceptual understanding of the participants.
Maria Theresa Gonzales, Centro Escolar University, Philippines