Increasing Mathematics Achievement of Senior Secondary School Students through Differentiated Instruction
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Date
2020
Authors
Awofala, A. O. A.
Lawani, Abisola O.
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Abstract
This study examined the effect of differentiated instruction on
senior secondary school students’ achievement in mathematics in
Nigeria within the blueprint of the pre-test, post-test nonequivalent control group quasi-experimental research design. The
sample comprised 220 students in which three research questions
and three null hypotheses guided the study. The experimental
group was taught with the differentiated instruction while the
control group received instruction with the conventional teaching
method for eight weeks. Three valid and reliable instruments,
Mathematics Achievement Test (KR-20=0.89), Felder-Soloman
Index of Learning Styles (Cronbach α=0.92), and McKenzie
Multiple Intelligences Inventory (Cronbach α=0.90), were used for
data collection. Results revealed that students in the differentiated
instruction group performed significantly better than students in
the conventional teaching method group. Also, male students
performed slightly better than female students with differentiated
instruction, although no significant difference existed between the
achievement of male and female students taught mathematics
using differentiated instruction. There was no significant main
effect of gender on students’ achievement in mathematics. Also,
there was no significant interaction effect of treatment and gender
on students’ achievement in mathematics. The differentiated
instruction made lesson more fascinating, stress-free and created
co-operation among students. It was thus, recommended that
differentiated instruction be adopted by mathematics teachers in
teaching mathematics at the senior secondary school level in Nigeria
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Keywords
Differentiated Instruction, Achievement, Mathematics, Conventional Teaching Method