Effects of Differentiated Instruction on Filipino Students’ Achievement and Attitude towards Trigonometry: an Empirical Study  

Oleh:

Leonardo, Rainilyn R ; Nivera, Gladys Celis ; Reyes, Allan S

Jenis: Article from Proceeding
Dalam koleksi: The International Symposium on Social Sciences (TISSS) and Hong Kong International Conference on Education, Psychology and Society (HKICEPS) at Hongkong, December 2013, page 225-233.
Topik: differentiated instruction; student achievement; attitude; teaching strategies; multiple intelligences
Fulltext: Hong Kong-Conference 31.pdf (499.51KB)

Isi artikel

The study explores the effects of differentiated instruction (DI) on students’ achievement and attitude towards mathematics using a quasi-experimental design. Flexible grouping and varied instructional formats were used based on the students’ identified learning needs. Results showed that while the DI group performed significantly better in Trigonometry than the lecture-discussion group, the attitudes of the students towards mathematics in both groups did not change. However, the students’ learning journals showed that DI provided more positive learning experiences.

Opini Anda

Klik untuk menuliskan opini Anda tentang koleksi ini!

Kembali