The Effect of the Differentiated Teaching Approach in the Algebraic Learning Field on Students' Academic Achievements

Abstract

Suggested Citation:Bal, A. P. (2016). The effect of the differentiated teaching approach in the algebraic learning field on students' academic achievements.Eurasian Journal of Educational Research, 63, 185-204, http://dx.doi.org/ 10.14689/ejer.2016.63.11 AbstractProblem Statement: Algebra, which is one of the basic principles of mathematical learning, still maintains its importance in mathematics programmes. However, especially starting from the primary school years, algebra represents a complex mathematical factor in the operational stage for many students. In this scope, a differentiated teaching approach that accounts for personal differences within a class, considers different students' different skills and learning needs, and draws on students' strengths gains importance. Purpose of the Study:This study was done with the aim of determining the effect of a differentiated teaching approach in sixth grade mathematics lessons in the algebraic learning field on students' academic successes.Method: This study was designed according to equal status, sequenced, mixed methods research. The sixth grade students of a lower socioeconomic level were chosen from a state secondary school in Saricam County in Adana. Fifty-seven randomly chosen students who were close to each other in terms of gender distribution and first term final grade formed the study group for the research. The research used the data collection tools "Algebraic Success Test" and "Semi-Structured Interview Form Regarding the Differentiated Teaching Approach," which were developed by the researcher. The quantitative data that were obtained were tested by covariance analysis, and the qualitative data were analyzed by content analysis. Ayten Pinar BalFindings and Results: At the end of study, it was revealed that the differentiated teaching approach in a sixth grade algebra lesson increases student success, and during this period, students showed positive cognitive and affective developments. Conclusion and Recommendations:In sum, based on the results, it evident that a differentiated teaching approach applied to sixth grade algebra lessons increases students' academic success, and during this period, such an approach provides positive cognitive and affective developments. Since this study is limited in terms of student dimensions, more studies should be conducted on different subjects and at class levels in which teachers' opinions about application stages can also be investigated. Additionally, this study examined multiple teaching methods of differentiated teaching. In future research, experimental studies regarding the application or comparison of different techniques can be pursued.

Differentiated Instruction in Secondary Education: A Systematic Review of Research Evidence

“…In Table 2, the characteristics and individual effects of the studies included in our review are summarized. The selection of studies includes eight quasi-experimental studies in which classes were randomly allocated to a control or experimental condition (Mastropieri et al, 2006; Richards and Omdal, 2007; Huber et al, 2009; Vogt and Rogalla, 2009; Little et al, 2014; Altintas and Özdemir, 2015a,b; Bal, 2016; Bhagat et al, 2016), three studies in which schools were randomly allocated to conditions (Wambugu and Changeiywo, 2008; Mitee and Obaitan, 2015; Bikić et al, 2016), and one survey-study (Smit and Humpert, 2012). These studies covered a wide range of academic subjects, including science, mathematics and reading.…”

“…Note that the it seems that the pretest-scores of the grade 7 students were non-normally distributed (since the authors use a non-parametric test) and also the pre-test scores are not provided. The combined effect of these two subgroups was calculated in CMA (using study as the unit of analysis) .B For our analyses, we used information from the ANCOVA in Table 4 of the paper of Bal (2016) to calculate a correlation and used this in CMA to calculate Cohen's d. Note that the values are from an ANCOVA, implying they may be positively biased .C For our analyses, we used means of the subgroups in the classes from Table 3 from the paper of Bhagat et al (2016) to calculate an overall effect (using study as the unit of analysis). The pretest and posttest consisted of the same items but in a different order.…”

“…B For our analyses, we used information from the ANCOVA in Table 4 of the paper of Bal (2016) to calculate a correlation and used this in CMA to calculate Cohen's d. Note that the values are from an ANCOVA, implying they may be positively biased .…”

How inclusive are the teaching practices of my German, Maths and English teachers? – psychometric properties of a newly developed scale to assess personalisation and differentiation in teaching practices

“…For example, several studies have shown that the implementation of DI has a positive impact on students' school performance in general (Valiandes 2015;Tulbure 2011). It also has positive effects on reading (Goddard, Goddard, and Minjung 2015;Firmender, Reis, and Sweeny 2013;Reis et al 2011) and mathematical performance (Bal 2016;Goddard, Goddard, and Minjung 2015). The use of DI also has a positive effect on student performance, on enhancing student commitment, interests, satisfaction (Johnsen 2003) and their self-confidence (McQuarrie and McRae 2010).…”

Do they practise what they preach? Factors associated with teachers’ use of inclusive teaching practices among in‐service teachers

“…Previous literature on teachers’ use of inclusive teaching practices has shown several positive outcomes, for example, the influence of differentiated instruction on academic performance (e.g., Bal, 2016; Valiandes, 2015); in this vein, Knauder and Koschmieder (2019) identified teachers’ self‐efficacy beliefs and teachers’ attitudes as key influencing factors of individualised teaching. Hence, it seems important to examine the factors influencing teachers’ appropriate use of inclusive teaching practices.…”