Interplay of Differentiated and Traditional Instructions to The Level of Creative Writing Performance of Grade Eight Students

This study examined the comparative effects of differentiated instruction grounded in students’ multiple intelligences and traditional lecture-based instruction on the creative writing performance of Grade 8 students at Mariveles National High School-Poblacion during the 2025–2026 School Year. A quasi-experimental research design was employed, involving thirty Grade 8 students who were assigned to control and experimental groups through paired sampling based on their dominant multiple intelligences. Pretest and post-test creative writing tasks were administered to measure performance across four domains, fluency, flexibility, originality, and elaboration, using validated lesson plans and scoring rubrics adapted from the Torrance Tests of Creative Thinking (TTCT) Verbal Battery. The experimental group received differentiated instruction aligned with students’ intelligence profiles, while the control group was taught using traditional lecture-based methods. The study was anchored on Multiple Intelligence Theory, Personalized Teaching Theory, and Vygotsky’s Zone of Proximal Development, highlighting individualized learning and scaffolded instruction. Findings indicated that both groups demonstrated improvement in all four dimensions of creative writing; however, the experimental group showed significantly greater gains, particularly in originality. These results emphasize the effectiveness of differentiated instruction in enhancing students’ creative writing performance and suggest the importance of assessing learners’ writing profiles and dominant intelligences to design instructionally responsive and engaging writing activities that foster higher-order creative skills.本研究以2025-2026学年马里韦莱斯国立高中波布拉翁校区（Mariveles National High School-Poblacion）的八年级学生为研究对象，探讨基于学生多元智能的差异化教学与传统讲授式教学对其创意写作表现的影响差异。 本研究采用准实验研究设计，选取30名八年级学生，依据其优势多元智能开展配对抽样，将其划分为对照组与实验组。研究采用经过信效度验证的教案，以及改编自托兰斯创造性思维测验（Torrance Tests of Creative Thinking, TTCT）言语分量表的评分量规，通过前测与后测创意写作任务，从流畅性、灵活性、原创性与精细性四个维度评估学生的写作表现。 实验组接受契合学生智能画像的差异化教学方案，对照组则采用传统讲授式教学法。本研究以多元智能理论（Multiple Intelligence Theory）、个性化教学理论（Personalized Teaching Theory）以及维果茨基的最近发展区（Zone of Proximal Development）为理论基础，着重强调个性化学习与支架式教学。 研究结果显示，两组学生在创意写作的四个维度上均有提升，但实验组的提升幅度更为显著，尤其在原创性维度上表现尤为突出。本研究结果证实了差异化教学对提升学生创意写作表现的有效性，并提示，评估学习者的写作特点与优势智能，以设计契合教学需求且兼具吸引力的写作活动，从而培养高阶创造性技能的重要性。