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    Research

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    © All Rights Reserved
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    20 views30 pages

    Research RRL

    Uploaded by

    Hazel Jane Japon
    Research

    Copyright:

    © All Rights Reserved
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    vi ABSTRACT This study determined the effectiveness of differentiated instruction in Grade 7 Mathematics at Sorsogon National High School, Sorsogon City Division, School Year 2015-2016. It used quasi-experimental design to determine the effectiveness of the differentiated instruction in the performance level of grade 7 students. The control group received a traditional classroom instruction while the experimental group was exposed to differentiated instruction with varied instructional materials and interventions. A research-made test was the main instrument used to identify the pre-test and post-test performances of the respondents. Frequency count, mean rating and t-test of dependent and independent samples were used. peepee oueeueme-pceimental group is 4.3% nec pecten uometeeemecriie | their post-test result Meeni@eu or epproaching proficiency the other hand had garnered e bite syel for the pre-test and 74.8% be e vil value. ~ alue. The computed -t value for the pre-test results of the control and experimental groups is 0.30 lower than the tabular value. Along their post-test performance, the computed -t was 6.63, higher than the tabular value. There were several teaching and learning strategies used to undertake differentiated instruction during the conduct of the experiment. Both the pre-test of the experimental group and control group is at beginning level. The post-test result for experimental group is at approaching proficiency level while the control group is at developing level. The control group, having received the traditional method of teaching rec pen iicrcanc pei Tei cc aC, Daa but mgs eG MIG EQ NS Meusl ce poetsiie shown by the experimental group. When it comes to effectiveness of the instructional approach used for control and experimental Groupe cbc 2007 oc cu gta experimental group was more effective, the differentiated instruction approach. fig pea: pm oP Gs Se groups of respondents had no significant difference from each other. While, the post test xesult reflected that there was a significant difference petween the control and experimental groups’ performances - The differentiated instruction approach utilized for the experimental group was effective. vil qt was recommended that teachers !n mathematics may enhance the proficiency level of their students through the utilization of different, varied and innovative strategie? appropriate for differentiated instruction approach. Mathematics teachers May attend further training and studies to become knowledgeable and eventually experts in the conduct of differentiated instruction: gchool staff may pe established to give technical support and guidance t° teachers of mathematics in conducting the said approach. Moreover, Learning] ion Reieercc sonal gtocs and manipulative materials, such 45 cece (Ce Ges rtope/labiOns atom Peer access. 2 books) may be Ger lized mc Ommc Obata jearning environment ideal for differentiated instruction. Schools administrators ™@Y consider differentiated instruction when qdentifying curricular concerns of their schools: pifferentiated instruction approach may be conewaecsl 1 GE content 7 rene tee Be coocc neg along instructional perericlsecoe strategies eit zacLonmeng differentiated nstruction use may be conducted: THEORET r, ‘CAL, CONCEP Tyay, S OF THE grypy ATIONAL FRAMEWORK This chapter preg and st m review of related udies which bea lated literatures © relevance to ¢t includes the synthe o this study. rt alsc thesis of ¢ ® of-the-ar art, gap bridged by the study, conceptual ¢ rk e Yr conceptual framewo. w with th corresponding paradigm and the hypothesis Related Literature The i following literatures were reviewed and were found to bear relevance with the present study. The significance established with the previous studies form concepts of this study. Equality to learning opportunities for the students to acquize st] one feet ee ecgelsosroom teacher. How she cop pecan meymecreint ygetemeoncnigche basically recognizes somnonledcesteencmetreaceameche diversity of her students’ behind each student's school uniform individuality. Because, is exactly different people who come with their special and unique needs for learning. in role of 2 teacher in the teaching-learning The main (Nivera, 2009)- int process seco, facilitate student learn ig : ee ommitment and careful application of ore This role call ONCITY LIBRARY 3B student-teache © Roles. The student, being the learner takes the rol ie ceeetaoCLAvcM clunkers@and|ideviateai trent being a Passive learner. The teacher assumes the role of a guide who jeads the students to relevant information which they need and expect. These literatures give a basic yet essential role of a teacher in the classroom. It sets the preliminary idea of what generally a teacher can do in the classroom with diverse learners to contribute to a better learning environment. These are relevant to the present study because it builds the pasic idea of the teachers’ role in the teaching-learning process. However, with the contemporary classroom, teachers are faced with the challendes ch teaculld eUGchsg with wide range of abilities and a variety of learning profile. MacGillivray Beeceriecee (luihe) evel rer PEE are required to know their etidens) theta bec kanguags and their cultural links. From i i ’ th: h they can thoroughly identify their students’ strengths ere, affolding at allows teacher *° identify sc and weakness th ents to learn. i i i 1d activities! chat wil aDs baie stu 14 This citea Literat ‘uze points out the challenges that the contemporar: Y classro © teachers because of cee use 0: burgeoning cas. e S of individual differences. It highlights th . It highlights the requirements for : @ teacher to undertake so that her journey towards diffe F rentiated instruction may begin. This idea is the core a study has been built Principle where this study has b 4 wilt. To address the noted diversity in the classroom, the utilizati i ization of differentiated instruction should be the philosophy behind. According to Carol Ann Tomlinson (2000), an educational consultant and differentiated instruction expert, differentiated instruction is consist of the efforts of teachers to respond to variance among learners in the classroom. It accommodates the diverse learning needs of the students by varying the methods and materials used to teach each concept. McBride (2004))) states that ditterentisted instruction is vital to effecting positive change in student performance, becelse one-strategy fitspall approach does not work in real classroom. Even though students have different skills, abilities and talents, the goal in differentiation is to have all students attain a similar level of mastery over specific content (vanscivery | 2005): To achieve the goal of mastery, teachers can di fterentiats their instruction in four classroom elements— content, process, products and learning environment (www, stednhardt nyu.edu, 2008) - ———— — oie mecome holed irr, - erent: reati 4 Perens dated by creating tiers of spel ers Pecific goals for the student to master Y and Williams-Black, iN eae + 2008). Teachers modify the ss ‘Ovi is ded for students to master a concept. This elps to adapt es : pt the content for all students in a class: the ow learners, t! he average learners and the high learners Differen| i ‘tiating process is perhaps the most common form of differenti Pi tiation. Process is defined as how students learn, or the learnin: ivi g activities and strategies that are used to hel p students master a concept. Process can be differentiated by how the teacher decides to teach (lecture for auditory learners; centers for tactile learners; small group and whole group) and by the strategies the teacher use to help students explore the content that is being taught. Another classroom element to differentiate is the product. When differentiating products, teachers can give students choices from among the multiple options of assessments (Anderson, 2007) - with these, students are better able to achieve success by corresponding with their own styles i acceming Gs Grease Tests preferences. At the same timer when these chances are being offered to them, they do their academics tasks not only ee eirely comely bug clause casa Geo te =n onc ines they are doing- pifferentiating jearning environment 1s the way the classroom works and feels. Classroom is @ place where teaching ———————— at the appropriate levels by organizing readi eadines NESS groups within the same room. Student: e 28 s are not only al: 1 ‘Owed to work in their own readiness but also benefit from worki orking with and observing other students in other grou; ps. Flexible grouping is one feature of differentiat. i ed instruction where students move throughout different groups because they are regularly assessed and move up or i Pp down based on their readiness in a certain topic or skill. These cited literatures mention the definition of differentiated instruction and enumerated its features. This definition and the features are the guiding principles of this study especially with the teaching intervention made during the conduct of its experiment of the study. From here that these literature are significant with this study- momlinson (as quoted by education.alberta.ca, 2005) noresi hari good! cecching ancluces occeriod souscna aa dake of learning tasks developed along eight differentiations: (1 concrete to abstract, (2) simple to complex, (3) basic to transformational, (4) fewer facets to multi-facets, (5) smaller leaps to greater Leaps; (6) more structured to more open (1) leas AnccU aia to greater independence, and (8) slower to quicker. These n eight dif: ferentiation st: 4 rategies gave the researcher id lea on how she would conduct her classroom experiment where differentiated instruction is applied. Through these strategies ae there can be a wide range of mg opportunities for students to choose where they can feel comfortable to maximize their learning. Furthermore, differentiated instruction is primarily related to learning styles which both believe in the varied needs and strengths of each learner. Learning style is an individual's unique approach to learning based on strengths, weaknesses, and preferences (www.dictionary.reference.com, 2015) and is a reflection of the manner in which an individual processes information. One's learning style may affect how well one performs in a particular educational setting (Gadzella, et. al., 2002). learning style is concerned with the most efficient way an individual’s brain processes and stores information. This is crucial information for teachers wishing to present information in ways that are appealing to their students and that would make it more memorable. The identification of the student's learning style would not only aid the teacher in putting over information but also the student in knowing how to study effectively. the identification of the Jearning style according to the individual's sensory perception type is done pased on the predominance of one of the receptor organs in the learning proces: 4 : Bien dl catestthe Hanne acquires ang in which the individual fransmits knowledge and skills (Fil mon, 2011). One of th to identify the te. ie ways he learners! learnini t through ig style is Visual =A uditory-Reading/Writing and kinesthetic (WARK) Learning style Theory, Learnin i J style is an individual's unique approach to learning based 3 Based on strengths, weaknesses, and preferences and 4s a reflection of the manner in which an individual processes information. One's learning style may affect how well one performs in a particular educational setting. Learning style is concerned with the most efficient way an individual’s brain processes and stores information. This is crucial information for teachers wishing to present information in ways that are appealing to their students and that would make it more memorable. The identification of the student's learning style would not only aid the teacher in putting over information put also the student in knowing how to study effectively. Pee ite are curecielicboycmmstatcsms thc sss CONOLUCRG yao differentiated instruction in the more specific manner of dealing with it, the learning style- Learning style can be used to assess the different dominant learning style of every student so that teacher can identify strategies that can help realize differentiated instruction. Learning style can help teachers to understand and) kncy their students along their eache: 19 strengths an dw ‘eaknesses. Teacher can make their strengths even stronger ani d their weaknesses overcame thereafter. Classroom activities and discussions that are built arot , und students’ concerns and their lite experiences allow the curriculum to become more meaningful to students (Bosch, 2001). By considering students’ interests and their experiences inside their classroom or learning community, learning can be successful. These interests and experiences = re foundations to their learning. However, teachers have to understand that every student has different interest and experiences and that they should deal with these experiences differently. The principles on differentiated instruction guide the teacher in doing so. This literature discusses essential elements of learning, the students’ interest and experiences which are basically different from one another. It is clarifying the idea that this fact can be rightfully dealt with by the principles of differentiated instruction. Related Studies Different foreign and local researches were conducted along differentiated instructicn 25 @ teaching approach. there were studies on differentiated instruction through experimental researches using meta-analysis procedure, 20 different. dated inst ‘struction as an approach roach and other approaches a: ind st. i tategies to enhance students’ learning along mathematics : : tics teaching and oth te d er teaching strategies that aimed at e: oo nhancing mathematics teaching and ning. 9. They are presented accordingl Subban (200 i 6) did a comprehensive analysis on the existing lit. er ature and researches conducted along diffe: : rentiated instruction. He found Vygotsky’s learning theory that stated the reciprocal social interaction and a collaborative relationship between teacher and student. Another is that the learning context is a social context that encourages the development of cognitive functions and communication skills. The last are the many principles behind the researchers on the workings of human brain especially the affirmation of the maximized potential of learning when learners are engaged. On the other hand, Subban gave recommendations to conduct researches that identify the impact of differentiated instruction to teacher efficacy, the teachers’ responses to adopt this model, the differences petween differentiation and tracing. The cites receanchen ci22 recommend research on the Gnogee of teach ngine* Dera ch aiads the teachers’ ability to differentiate instruction, now time and resources are beitired ourings cietorch al aiaaa) and the challenges and strengths that teachers, : cre the implementation ationale supporting and from this juncture that this from this previous differentiated instruction was realized by this present study. Further, pubvaugiucedMimeta-annlysia) as eae tecccn, design and pr ecedure while this present study used quasi- experimental research design. Another study was that of Logan (2008) who made a review of the literature that elaborated on the major principles of differentiated instruction; the essentials ror differentiating; ways to implement, the clichés, barriers and myths surrounding the practice; and the research studies and theories supporting differentiation. The last section of the study explained the results of a survey administered to middle school teachers to determine their level of knowledge in providing differentiated instruction in the classroom. He concluded that differentiated instruction belongs in middle school because this is where student differences are more apparent. Thus it is there, where teachers can be instrumental in helping students to reach their heights and potential. Schools have a xesponsibility to adjust to the 2 developmental needs and levels of students. He further said that teacher: S create the environment in their classrooms and possess the Power to make a child’s life miserable or happy but most i importantly, teachers are part of a team that believes that all students are capable of learning. The impression of the researcher over the use of differentiated instruction to be a more effective approach in her class to use was confirmed by the conclusion set by Logan- This present study was conducted in Grade 7, also in middle school (in the case of foreign setting). Therefore, with this idea, this previous study was very relevant with the present study. The reviewed literatures were essential in building the foundational principles of the present study. The use of survey to teachers was a strategy not utilized by the present study and by which they are different. They also differ in research designs employed. It was another meta-analysis research. The result however established the concept that differentiated instruction can very well assist teachers in enhancing the learning proficiency of learners. A presentation of philosophy and goals of differentiated instruction in social studies was carried out in the study of Chick and Hong (2012). The strategies presented were Big Paper: Building Silent Conversations; Identity Chart; Tiered Learning Experiences. with Workcards; Role of Writer, Audience, Format, Topic (RAFT); and Open Questions. These strategies w ere Said to assist teachers in meeting the needs OPeeurdiverss Student population. The emphasis on the differenti : ated instruction have helped students in experiencing ¢) Hj "J the benefits of a democratic social studies classrooms wi here the responsibility for learning is shared. The fact that this study was conducted in social studies class is tent : one thing it is different from the present study. Although t he strategies presented to teach the content which followed differentiated instruction have made it very relevant with the present study. This previous research utilized meta-analysis as a research design; however, the present one applied these strategies inside a mathematics classroom through a quasi-experimental research design. In the study undertaken by Stavroula, at. al. (2011), they presented the results of a cited inquiry concerning the application of differentiated instruction in mixed ability classes in which 24 elementary classes of 479 Cypriot pupils pareiciperedaai spec cougecidence abot ta effect that systematic differentiated instruction in mixed ability class has on students’ achievement. The results of the experimental groupiie: tbe scesearci a thata Led received differentiated instruction were compared by multilevel regression with the results of the control group that had not received differentiated instruction. The comparison aimed at investigating the difference in achievement between two 24 groups and the i © identificati lentification of other factors that affected students’ achievem lent between and within these groups. A multi eve el structure equation model was used to demonstrate the relations and the impact of the change of teaching practices, monitored by a differentiated instruction observation key over students’ achievement. Along the impact of differentiated teaching on students’ achievement, research results avi i gave substantial evidence over the dimensions of 7 : quality and equity of education effectiveness. Quality and equity dimensions of education effectiveness consist of main conflict issues for differentiation instruction in mixed ability classrooms. Based on the result, its main target is to discuss how differentiated instruction can promote equity and quality for all in mixed ability classroom. Both previous and present study used experimental nese se Oi aera ents Meendaccn enol, CUOun | Ti ia study used elementary students as respondents while the present study used secondary students. But, for the previous study, after finding the effect of differentiated instruction on: etudenceg achievement ache! Leslie were further used to determine the dimensions of equality and equity effectiveness of differentiated instruction which the present study did not anymore include. Only that, along the conduct of the present study, the researcher came up with outputs which were at the same time used during the duration of the experiment. 25 The rese. archer —— also found several experimental studies used on di differentiated instruction. Although they used different content present tee study 5. ‘ ance they all dealth with differentiated instruction. A study th: r y that came out with different learning activities for the multi- tivgrade class intended to enhance pupils’ learnin i g in English and Mathematics was undertaken by Buban 20. t (2013). She further determined the effectiveness of the said activities in which the skills were gathered from the unmastered skills of grades 5 and 6 multi-grade pupils. These activities were subjected to evaluation of the jurors. The study also utilized a pre-experimental design to generate the needed quantitative data as part of the analysis. It found out that the learning activities intended for teaching multi- grade classes using the principles of differentiated instruction were effective. The study of Buban is similar to the present study in several factors. The use of learning activities considering Mig rere aeedumeinsccuce ton mma cmmer occa tol design and Tathenaticesassonesormitagecontent, Locus made both the study he tesame # Bute chesgesDe Cheech, multi-grade level, learning materials evaluation, grades 5 & 6 pupils and using two content areas (English and mathematics) made them different. ere Pings corona Og study that obtained its intention e 26 is also one th: eng that this present study would like to achieve - th @ enhai cement of students’ learning performance. Another re: se q arch on experimental design was conducted by imang and Mal ait (2013). Specifically, it used static-group comparison desi: gn method to determine the effects of mathematics i i testing via learning modalities in hypothesis testin @ lessons to the second year Bachelor of Science in Informati Ff ion and Communication Technology (BSICT) students of Cebu Technological University, Cebu City. There were two groups of the study, one using the controlled group where learning modalities were no identified and the experimental group where learning modalities where identified and considered in the conduct of the study. It was found out that the pre-test performances of the controlled and experimental groups were significantly different a where) bothme showed. «| Moreover: there was 2 significant improvement of the post-test performance of the Contes ied ecrote endmcroccamen tay Jao5 although the two differ significantly in distinguishing terms and concepts of hypothesis testing of the first competency which favored to the experimental group: Generally, mathematics teaching via learning modalities made significant impact in learning in tome gend congeP ta os hypothesis testing while no substantial effect on yearning the steps for testing 4 hypothesis. 27 Both ‘he ‘studies intended to ii performan: ease learning ce inn An mathematics, however, the mathematical content y the ematical conten as a focus is the difference p he present study is intended or grade 7 secondary level while the previous study is for the coll ege students. Also, the result of the previous study made a positive impact on ite respondents which the present study would also like to realize from its experiment. The sv eee © succeeding cited researches all used experimental research design that aimed to increase students’ learning in mathematics. Only that they do not use ferentiated instruction as one of the factors of their studies. The effect of cooperative learning on student attitude and proficiency level in intermediate algebra was conducted by Equiza (20013). It used action resea design for second year mathematics students using cooperative learning groups ed students’ individual whether working groups chan che reneneben diate cudcset over Cgia UStet LCS kis a two sections used as respondents, each composed of 20 students from the lower bracket along with two different types of group formations: teacher-formed groups and student-formed groups. Tt was found out that the type of group formation can have an impact on the attitude of students and how well they work together- Beene ty chore ga tocaa og much change in students’ nieqonent ae vcr cia that the longer the group worked achiev: , 28 Fogether, the better they performed. The result implies for the need to integrate cooperative group activities among jntermediate algebra students, but the groups must be kept together for a longer period of time. Moreover, it is seen that similar studies be conducted other mathematics areas along several year and grade levels to confirm said findings within the said school, This previous study used cooperative learning as @ teaching strategy which is one of its variables. Cooperative learning can be one of the strategies to use when using differentiated instruction - one of the reasons why this Previous study is very relevant with the present one. The research methods of the two studies are different from one another. The previous used action research while the present one used quasi-experimental research design. Both of them deal with mathematics class. Both studies covered proficiency level only that the previous study considered students’ attitude which the present study did not. The effectiveness of using Rocket Math Program to improve the mastery of multiplication facts zero to nine of the grade six pupils was undertaken by Cafas (2013). It determined the mastery level in multiplication tables zero to nine and found out the different in the student mean scores and between the pre and posttests. It utilized the one minute timing tests letter A-W and weekly two-minute timing test numbers one to te, eS n. me Pre and post evaluation were done using th Reencocominutart (nad ¢ n es ts of multi zero to nine plication facts Finding i t lere was a significa pdtcated mathe tumchere iv t nN Wa gnificant difference by m se be “ween the pre and posttest scores. The results indicated that nine out of 13 pupils or 69% of them achieved high master Y of multiplication facts during the posttest which ' is 38% higher than the pretest. The mean score also showe d that there was an increase of 7.08 and mean percentage score of 7.87% difference in the performance level. It is recommended that Rocket Math Program should be used in Mathematics class as instructional practice in teaching multiplication facts. The fact that these two studies dealt with mat! matics make them relevant with each other. The previous study was in elementary mathematics while the present study was on secondary mathematics. The previous study tested the effect Of Rockets Methy Progzemmtomcauscmertectacnsthe tastes yio8 multiplication of the pupil-respondents, and the present study used the differentiated approach to cause increase in the level of performance to its student-respondents — both intended stam increasemsthe level of performance of their naents in metnemartesssqhe, Lie also used experimental respo! research designs. Correspondingly, : c on ‘agape (2013) used peer-tutoring in mathemati ematical problem solving proficiency of high school students Pie It used quasi-experimental research mn. Findings Bs gS of the study showed that the students under @ program sh owed higher proficiency level and considered very high pe ‘ Performance in solving mathematical problems. Both studi ust es used quasi-experimental research design. They dealt wi y with mathematic — the previous study on solving mathi i ematical problem while the present study included measu: i rement, algebraic expression and operations of polynomials. The use of peer-tutoring as a learning stratesy can be one of the strategies to employ when using differentiated approach in teaching. Another inquiry was that of Sta. Rosa (2013) who also eed en ipu lary yemnodnl ah meine tprcuing Deg Cero aoe level of G7 students in solving word problems involving speed. th de enti tlea cpce devecce zoned th Tec

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