Impact of Differentiated Instruction on the Visualization Skills of Senior High School Students in Drafting Technology

This study aimed to examine the impact of Differentiated Instruction (DI) on the visualization skills of Senior High School students in Drafting Technology. Utilizing a pre-experimental one-group pre-test–post-test design, the research was conducted in selected public senior high schools in Laoag City during the School Year 2025–2026 (August 2025 to November 2025), involving 40 students enrolled in the Technical-Vocational-Livelihood (TVL) Drafting Technology track. Data were collected through a researcher-developed pre-test and post-test to measure students’ visualization skills and a structured feedback survey to assess perceived improvements in performance, accuracy and speed of drafting tasks, confidence in demonstrating techniques, ability to connect new lessons with prior knowledge, and the overall effectiveness of DI. Results revealed that DI significantly enhanced students’ drafting performance, with weighted means of 3.55 to 3.63 (Very Effective) for perceived improvement, accuracy, and speed, indicating that hands-on activities, visual demonstrations, and scaffolded exercises facilitated mastery of spatial concepts. Students’ confidence in demonstrating drafting techniques was rated 3.18 (Effective), while their ability to connect new lessons with prior knowledge received a mean of 3.75 (Very Effective), demonstrating that DI accommodated diverse learning styles and readiness levels while promoting meaningful learning connections. Overall, students rated the effectiveness of DI at 3.80 (Very Effective), reflecting strong engagement, skill acquisition, and motivation. These findings support the conclusion that Differentiated Instruction is a highly effective, learner-centered approach for improving visualization skills and overall performance in Drafting Technology, highlighting the value of flexible, inclusive instructional practices that foster technical competence, confidence, and independent learning. The study underscores the importance of adopting DI strategies in technical-vocational education to enhance both cognitive and practical skills essential for students’ academic and professional success.