Studying the effects of differentiated instruction in the science classroom

Abstract

In this investigation differentiation strategies were implemented with the purpose of improving student engagement and learning in both individual and group work settings. Group work activities were differentiated according to learner profile. Though performance on summative assessments did not show marked improvement following the treatment, the students did demonstrate improved formative assessment scores. The students also expressed a more positive attitude with regards to their level of self-confidence in the learning setting. A total of forty eight students from two regular chemistry classes were used as the sample for this study. The following instruments were used as the data collecting source: chapter test scores, percentage of completed homework assignments, student lab reports, student surveys, student interviews, parental surveys, teacher reflective journal, teacher survey, and teacher evaluation by the supervising administrator.