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https://doi.org/10.15516/cje.v17i4.1413

The Impact of Differentiation Model in Mathematics on Learner Achievements Obtained from the External and Internal Assessment of Knowledge

Zlatan Magajna ; Faculty of Education, University of Ljubljana
Milena Valenčič Zuljan ; Faculty of Education, University of Ljubljana
Amalija Žakelj ; National Education Institute of the Republic of Slovenia

Puni tekst: engleski, pdf (337 KB) str. 1159-1187 preuzimanja: 151* citiraj
APA 6th Edition
Magajna, Z., Valenčič Zuljan, M. i Žakelj, A. (2015). The Impact of Differentiation Model in Mathematics on Learner Achievements Obtained from the External and Internal Assessment of Knowledge. Croatian Journal of Education, 17 (4), 1159-1187. https://doi.org/10.15516/cje.v17i4.1413
MLA 8th Edition
Magajna, Zlatan, et al. "The Impact of Differentiation Model in Mathematics on Learner Achievements Obtained from the External and Internal Assessment of Knowledge." Croatian Journal of Education, vol. 17, br. 4, 2015, str. 1159-1187. https://doi.org/10.15516/cje.v17i4.1413. Citirano 17.11.2019.
Chicago 17th Edition
Magajna, Zlatan, Milena Valenčič Zuljan i Amalija Žakelj. "The Impact of Differentiation Model in Mathematics on Learner Achievements Obtained from the External and Internal Assessment of Knowledge." Croatian Journal of Education 17, br. 4 (2015): 1159-1187. https://doi.org/10.15516/cje.v17i4.1413
Harvard
Magajna, Z., Valenčič Zuljan, M., i Žakelj, A. (2015). 'The Impact of Differentiation Model in Mathematics on Learner Achievements Obtained from the External and Internal Assessment of Knowledge', Croatian Journal of Education, 17(4), str. 1159-1187. https://doi.org/10.15516/cje.v17i4.1413
Vancouver
Magajna Z, Valenčič Zuljan M, Žakelj A. The Impact of Differentiation Model in Mathematics on Learner Achievements Obtained from the External and Internal Assessment of Knowledge. Croatian Journal of Education [Internet]. 2015 [pristupljeno 17.11.2019.];17(4):1159-1187. https://doi.org/10.15516/cje.v17i4.1413
IEEE
Z. Magajna, M. Valenčič Zuljan i A. Žakelj, "The Impact of Differentiation Model in Mathematics on Learner Achievements Obtained from the External and Internal Assessment of Knowledge", Croatian Journal of Education, vol.17, br. 4, str. 1159-1187, 2015. [Online]. https://doi.org/10.15516/cje.v17i4.1413
Puni tekst: hrvatski, pdf (337 KB) str. 1159-1187 preuzimanja: 188* citiraj
APA 6th Edition
Magajna, Z., Valenčič Zuljan, M. i Žakelj, A. (2015). Utjecaj diferencijacijskog modela u nastavi matematike na postignuća učenika s obzirom na vanjsko i unutarnje vrednovanje znanja. Croatian Journal of Education, 17 (4), 1159-1187. https://doi.org/10.15516/cje.v17i4.1413
MLA 8th Edition
Magajna, Zlatan, et al. "Utjecaj diferencijacijskog modela u nastavi matematike na postignuća učenika s obzirom na vanjsko i unutarnje vrednovanje znanja." Croatian Journal of Education, vol. 17, br. 4, 2015, str. 1159-1187. https://doi.org/10.15516/cje.v17i4.1413. Citirano 17.11.2019.
Chicago 17th Edition
Magajna, Zlatan, Milena Valenčič Zuljan i Amalija Žakelj. "Utjecaj diferencijacijskog modela u nastavi matematike na postignuća učenika s obzirom na vanjsko i unutarnje vrednovanje znanja." Croatian Journal of Education 17, br. 4 (2015): 1159-1187. https://doi.org/10.15516/cje.v17i4.1413
Harvard
Magajna, Z., Valenčič Zuljan, M., i Žakelj, A. (2015). 'Utjecaj diferencijacijskog modela u nastavi matematike na postignuća učenika s obzirom na vanjsko i unutarnje vrednovanje znanja', Croatian Journal of Education, 17(4), str. 1159-1187. https://doi.org/10.15516/cje.v17i4.1413
Vancouver
Magajna Z, Valenčič Zuljan M, Žakelj A. Utjecaj diferencijacijskog modela u nastavi matematike na postignuća učenika s obzirom na vanjsko i unutarnje vrednovanje znanja. Croatian Journal of Education [Internet]. 2015 [pristupljeno 17.11.2019.];17(4):1159-1187. https://doi.org/10.15516/cje.v17i4.1413
IEEE
Z. Magajna, M. Valenčič Zuljan i A. Žakelj, "Utjecaj diferencijacijskog modela u nastavi matematike na postignuća učenika s obzirom na vanjsko i unutarnje vrednovanje znanja", Croatian Journal of Education, vol.17, br. 4, str. 1159-1187, 2015. [Online]. https://doi.org/10.15516/cje.v17i4.1413

Sažetak
We present a study in which we consider whether the learners, who had mathematics instruction in the 9th grade of primary school in heterogeneous groups, significantly differed in their mathematics achievements measured by using the external and internal assessment of knowledge from the learners in homogeneous groups. No statistically significant differences in the average achievements were found in the external assessment. On the contrary, in the internal assessment of knowledge the learners in homogenous groups on average had significantly higher achievements in comparison to the learners in heterogeneous groups. The analysis of covariance performed in homogenous and heterogeneous ability groups showed that the learners, who were placed in the lower or middle third after the initial examination in their school, in the final external examination progressed relatively better in heterogeneous groups. The learners who were placed in the upper third in their school according to their mathematics achievements showed no differences in this regard. The internal assessment of knowledge displayed that the learners who were placed in the middle or upper third in their school after the initial external examination, in the final examination progressed relatively better in homogenous groups. The learners who were placed in the lower third after the initial external examination in their school showed no differences in this regard.

Ključne riječi
grouping of pupils; individualization and differentiation; internal assessment of knowledge; external assessment of knowledge; mathematics

Hrčak ID: 151227

URI
https://hrcak.srce.hr/151227

[hrvatski]

Posjeta: 597 *