How differentiated groups affect fifth grade science students

Abstract

This study is a description of an action research project conducted by a fifth grade teacher in order to improve collaborative work during science investigations in a setting of a high-needs, high-diversity classroom. Treatments for the study included complex instruction, flexible grouping, and team-building exercises. Research spanned 20 weeks between two classes of fifth grade students with a combined population of 95% free and reduced lunch eligible. Data collection included triangulated quantitative and qualitative measures including Likert-style student peer reviews, attitude surveys, pre and post student interviews, and teacher observations all used for analysis purposes. Results showed that when using prescriptive treatments tailored to students' multiple intelligence, students showed increased engagement during science lab times.