This study aimed to determine the use of differentiated instructional materials (DIMs) as an educational tool to effectively teach World History to Grade 8 students during in-person classes at Col. Lauro D. Dizon Memorial Integrated High School. This study used pre-test and post-test group designs togather the relevant data from 160 Grade 8 students who served as the respondents. The pre- test was given prior to the students’ use of the materials whilst the post-test was given after their successful exposure to DIMs. The following findings were gathered: During the pre-test, almost half (46.87%) of them scored fairly, 39.38% satisfactory, and 3.75% very satisfactorily. However,10% did not meet expectations, and none got an outstanding score. In contrast,the post-test showed that 41.25% got an outstanding score, 38.75% very satisfactory, and 20% satisfactory. All respondents met the expectations of the subject this time. The comparative data that showed a significant difference between the pre- test and post-test scores of the respondents proved that the remarkable improvement in their post-test scores was due to the use of differentiated instructional materials (DIMs). Finally, the Pearson r computation resulted in a very strong positive correlation between the perception of studentsin the use of DIMs through its four key elements: content, process, product, affect/environment, and their corresponding post-test scores thus, a significant relationship between the said perception of the students and the obtained post-test scores. These proved that the higher the level of perception, the higher the correlation. The scope of this study was limited to the Grade 8 students of Col. Lauro D. Dizon Memorial National High School and World History (AP 8) subject only.