DIFFERENTIATED INSTRUCTION IN MATHEMATICS AND STUDENTS’ ACADEMIC PERFORMANCE: A QUASI-EXPERIMENTAL STUDY

Education

Differentiated instruction is a pedagogical approach that targets the different learning styles of the learners though the use of different methods which are suitable to individual abilities and interests of learners. This research examined the impact of differentiated instruction on the academic achievement of primary students in mathematics subject. Using a quasi-experimental design, 26 primary students were the subjects of the study. Due to the limited number of students, this utilized one group only which also served as the experimental group. Pretest results show that students performed below average which can be interpreted as very low performance. After the intervention was conducted the mean class improved and the class achieved very high performance. When the significant difference between pretest and posttest was assessed, the results revealed that there was a significant difference between the pretest and posttest results. The study highlighted that differentiated instruction does not only enhance the academic performance of students but it was also found out that their level of engagement and participation in the class improved. These results underscored the effectiveness of differentiated instruction in fostering a more inclusive and effective learning environment in primary education. The implications of this study suggested that incorporating differentiated instruction in the school curriculum can address gaps and support diverse learners more effectively.

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