ABSTRACT
This study determined which domain of differentiated instruction best influenced the Mathematics study skills among high school students. The study employed the quantitative, non-experimental research design using correlation technique. The respondents were the 201 high school students and they were determined using the stratified random sampling using the Slovin’s formula. Mean, Pearson r and Regression Analysis were the statistical tools used in this study. Moreover, adapted survey questionnaires were used to measure the levels of differentiated instruction and Mathematics study skills. The result showed that the level of differentiated instruction was high and the Mathematics study skill was moderate. The overall differentiated instruction of teachers significantly influenced the Mathematics study skills of students. Further, data showed that there was a significant relationship between differentiated instruction and Mathematics study skills. Among the domains of differentiated instruction, process is the domain that best influences Mathematics study skills.
Keywords: education, mathematics, differentiated instruction, study skills, orrelational design, Philippines