Differentiated Instruction and Classroom Learning Environment as Determinants of Student Motivation
Genevieve Estorpe, Josephine Baguio
Received: 21 December 2025; Revised: 01 February 2026; Accepted: 10 February 2026; Published: 13 February 2026
DOI: https://doi.org/10.66074/X9Z8A7Q6W
Abstract
This study examined the significant influence of differentiated instruction and classroom learning environment on student motivation among public elementary school students in Bansalan East District, Davao del Sur. A quantitative non-experimental descriptive-correlational design was employed, and data were collected using adapted survey questionnaires administered in public elementary schools. Descriptive results showed that differentiated instruction, classroom learning environment, and student motivation were all rated very extensive. Pearson correlation analysis revealed a high positive relationship between differentiated instruction and student motivation and between classroom learning environment and student motivation. Multiple regression analysis further indicated that differentiated instruction and classroom learning environment significantly predicted student motivation, with differentiated instruction showing a slightly stronger standardized coefficient than classroom learning environment; the combined model explained 67% of the variance in student motivation. The findings underscore the importance of strengthening differentiated instructional practices and maintaining a supportive classroom learning environment to enhance student motivation, engagement, and educational quality.
Keywords: classroom learning environment, correlational study, differentiated instruction, public elementary schools, student motivation
Author Information: Graduate School, Rizal Memorial Colleges, Inc., Davao, Philippines; [email protected]