Differentiated Instruction plays a positive role in the pedagogy of Math teaching. This study aims to determine the level of its effectiveness among the 89 Grade VII students in learning Math, particularly at St. Paul University Surigao. A Quasi-Experimental research design was utilized to test the significant difference in the academic achievement of students, through the use of questionnaire, after the utilization of Differentiated Instruction as an intervention in the experimental group. Mean, frequency count and percentage distribution and t-test were the statistical tools used to analyze the gathered data. Based on the findings, there is a significant difference in the academic achievement of the Grade 7 students before and after the utilization of Differentiated Instruction. Thus, it was concluded that Differentiated Instruction motivates students to participate and confidently perform every task assigned to them, which leads to an increase in their academic achievement. It is hereby recommended that the teachers may continue to use Differentiated Instruction in teaching Math to Grade 7 students since this teaching-learning intervention can greatly cater to the learning needs of diverse students. Similar studies may be conducted to further enhance the instructional delivery, specifically focusing on differentiated instruction.