The responsibility of what happens in the classroom is first to teacher, but also to the learner (Subban, 2006).Additionally, DI presents an effective means to address learner’s variance which avoids the pitfalls of the one-size-fits-all curriculum.
The positive change in students’ achievement had shown that differentiation can be considered as an effective teaching approach in mixed ability classrooms. Is there a significant difference between the pretest scores of the control and experimental group? Is there a significant difference between the posttest scores of the control and experimental group? Is there a significant difference between the pretest and posttest scores of the control and experimental group?
Furthermore, Servilio (cited by Robinson, 2014) studied the effectiveness of using DI to motivate students to read and found out that an average of 83.4% of the students’ grades improved in reading, 12.5% remained the same, and 41% of the grades decreased. The following null hypotheses were tested at 0.05 level of significance.
The number of pupils was again identified to know whether there was change in their classification.
The results of the pretest and the posttest were compared to determine whether using DI is effective or not.
This is my promised Action Research by one of the teachers at Victoria Reyes Elementary School.
This study determined the effectiveness of conducting DI to Grade Four English class. What is the performance of the two groups of respondents in the pretest? The control group was taught using the single teaching with similar activities approach while the experimental group was taught using DI with three sets of activities and three sets of evaluation and facilitation for the three groupings of pupils for the one-week duration.
Two regular sections were included in the study out of the five Grade 4 sections that the school have.
Anderson (2007) noted that it is imperative not to exclude any child in a classroom, so a differentiated learning environment must be provided by a teacher.
Differentiated instruction is based on the concept that the teacher is a facilitator of information, while students take the primary role of expanding their knowledge by making sense of their ability to learn differently (Robinson, Maldonado, & Whaley, 2014).