A STUDY ON EFFECTIVENESS OF DIFFERENTIATED INSTRUCTION ON HIGHER SECONDARY SCHOOL STUDENT’S ACHIEVEMENT IN MATHEMATICS.

Education

The study was carried out to determine the effectiveness of differentiated instruction on higher secondary school student’s achievement as compared to the traditional method of teaching in the subject of mathematics in Cuddalore District, Tamilnadu. Post-test equivalent group design experimental study was used for the statistical analysis of the research at 0.05 levels of significance. As the target population were the higher secondary school students, a sample of 25 students were selected. Control group was taught the topic Two dimensional Analytical Geometry (Exercise 6.1 of Tamilnadu Government Text Book) through normal lecture method. Treatment group was taught the topic Combinatory and Mathematical Induction (Exercise 4.1 of Tamilnadu Government Text Book) through Differentiated Instruction. Differentiation of content, process, product, affect and learning environment is created. An achievement test was prepared by the researchers with contained 25 items as a whole. Effectiveness index was used for the further calculation through IBMSPSS23. The student’s achievement in both the group is high. The effectiveness of differentiated instruction on higher secondary school student’s achievement is low. The prediction model statistically significant, f (1, 24) = 6.095, p < .001, and accounted for approximately 46 % of the variance of effectiveness index of achievement (r=0.458 adjusted r2=0.209). The group of the study was relatively strong indicators of effectiveness index of differentiated instruction of higher secondary school students.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.