American Research Journal of Humanities and Social Sciences

Differentiated instruction in English classes involves tailoring teaching methods, materials, and assessments to meet students’ diverse abilities, interests, and learning needs. This study explored junior high school students’ perspectives on differentiated instruction and its relationship to inclusive and effective learning environments. Using a descriptive correlational design, 120 students from a university in Misamis Occidental completed three 20-item researcher-made questionnaires. Mean, standard deviation, frequency, percentage, and Pearson Product-Moment Correlation Coefficient (Pearson r) were employed in the study. The study found that junior high school students perceived differentiated instruction positively, and this perception was significantly associated with inclusive and effective learning, particularly through learner engagement, instructional clarity, and language skill development.Differentiated instruction in junior high school English classes effectively promotes inclusivity, engagement, motivation, skill development, and meaningful learning outcomes. It is recommended that junior high school English teachers implement clear, inclusive, and differentiated instructional strategies to enhance student engagement, motivation, language development, and overall learning effectiveness.