Izvorni znanstveni članak
https://doi.org/10.32728/mo.07.2.2012.02
IMPACT OF DIFFERENTIATED INSTRUCTION ON ACHIEVEMENT IN TEACHING MATHEMATICS TO LOWER-STAGE GRADES
Sandra Kadum-Bošnjak
; odjel za odgojne i obrazovne znanosti Sveučilišta Jurja Dobrile, Pula (Hrvatska)
Barbara Buršić-Križanac
; Osnovna škola Vodnjan (Hrvatska)
Sažetak
This paper presents the results of a research which offers verification of the impact of differentiated instruction on achievement in mathematics in primary school students.
The study was conducted on a sample of 78 third-grade pupils. There were 38 pupils in the control group and 40 pupils in the experimental group.
The results obtained in this study indicate that learning using differentiated instruction, compared against traditional teaching methods, contributed to a significant increase in the overall educational performance. The resulting t-value (t = 6.27, df = 76, p <.01) indicates that there are significant differences between the actual mean in the experimental group (34.19) and that produced in the control group (27.44).
Ključne riječi
differentiated instruction; mathematics; teaching; grades; lower-stage grades; achievement
Hrčak ID:
83744
URI
Datum izdavanja:
23.6.2012.
Posjeta: 4.800 *