Cathlea Tongco | Catherine Joyce Escurel | May Anne Mudlong |
May 19, 2025
Students possess distinct characteristics brought by genetics and life and educational experiences, so teachers assume and recognize the students' individual differences having various interests and levels of preparation. Hence, students with diverse learning styles necessitate differentiated education. Self-determination theory states that autonomy, relatedness, and competence are needed for growth and integration. Several studies also show that when students have a choice in learning, there is positive student engagement and self-motivation. This qualitative study intended to describe and relay the perceptions of students on the use of choice boards as a tool for differentiating instruction and developing student agency. Its design is phenomenological, following ethical standards in data collection and focusing on the experiences of Grade 9 students from Colegio de San Juan de Letran – Manila. The study revealed the perceptions of students as they use choice boards in science manifesting three themes: a plethora of options and opportunities, choosing to win, one choice at a time, and students as managers of their own learning. The study also revealed that students can be overwhelmed due to the many options on the choice boards. Nevertheless, they become more responsible in planning for their learning. These imply the need for teachers and students to carefully plan the activities and tasks that will be included in the choice boards so they will be more effective in developing student agency and differentiating instruction.