The concept of anti-derivative function is used in many areas including applied problems in different disciplines. One of the most important approaches for anti-derivative teaching is differentiated instruction
(DI) because it makes teachers to proactively modify curricula, teaching methods, resources, and learning
activities in order to maximize the learning opportunities as well as address student diversity. A quasi-experimental design was used in which all ND II students offering Calculus for Science (STP 213) constituted this study’s population with 100 students randomly sampled. A self-developed pre-test and post-test were used as the research instrument which are validated by experts. The instruments were pilot tested and were found reliable using Cronbach’s alpha (a). Mean, SD, and t-test were used to statistically
analyze the results. The findings revealed that polytechnic students’ understanding of the concepts of anti-derivative functions can be improved through differentiated instruction. Furthermore, gender was discovered to have a significant impact on polytechnic students regarding their post-test scores. It is recommended among other things that teachers should explore the use of differentiated instruction
frequently.