Differentiated Instruction: The Effect on Learner’s Achievement in Kindergarten

M. Kotob, Doha Arnouss
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引用次数: 6

Abstract

Identifying an effective instructional strategy to help diverse learners reach their full potentials is a goal for educators. Differentiated instruction has received much attention as a possible strategy. The purpose of this quasi-experimental study was to examine the effect of incorporating differentiated instructional practices on students’ achievement in the kindergarten classes. In this action research, the researcher sought to answer the following research question: Does incorporating differentiated instructional practices leads to significant increase in students’ achievement in the kindergarten classes? Two kindergarten classes with 38 students and 2 teachers participated in the study; one was assigned to an experimental group who received differentiated instructional strategies for 3 weeks and the other one to the control group who received traditional teaching practices. Data was collected, analyzed and compared using SPSS and independent sample t-test. Results revealed that there was no significant difference in student achievement results between the differentiated and non-differentiated classrooms. Findings of this study highlight the necessity for further explorations on the effect of differentiated instructional practices on achievement results in the kindergarten classrooms.
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差别化教学:对幼儿学习成绩的影响
确定一种有效的教学策略来帮助不同的学习者充分发挥他们的潜力是教育工作者的目标。差别化教学作为一种可能的教学策略受到了广泛关注。摘要本拟实验研究的目的是探讨在幼儿园课堂中加入差异化教学实践对学生成绩的影响。在本次行动研究中,研究者试图回答以下研究问题:纳入差异化教学实践是否会导致幼儿园班级学生成绩的显著提高?2个幼儿园班共38名学生和2名教师参与研究;其中一名被分配到实验组,实验组接受3周的差异化教学策略,另一名被分配到对照组,接受传统的教学实践。数据收集、分析、比较采用SPSS统计软件和独立样本t检验。结果显示,不同班级的学生成绩差异不显著。本研究结果表明,有必要进一步探讨差异化教学实践对幼儿园课堂成绩的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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