engleski

Impact of Differentiated Instruction on Achievement in Teaching Mathematics to Lower-stage Grades

This paper prezents the results of a research which offers verification of the impackof differentiated instruction on achievement in mathematics in primary school students. The study was conducted on a samplz of 78 third-grade pupils. There were 38 pupils in the control group and 40 pupils in the experimental group. The results obtained in this study indicate that learning using differentiated instruction, compared against traditional teaching methods, contributed to a significant increare in the overall educational performance. The resulting t-value (t = 6.27 ; df = 76 ; p < .01) indicates that there are significant differences between the actud mean in the experimental group (34.19) and that produced in the control group (27.44).

differentiated instruction ; mathematics ; teaching ; grades ; lower-stage grades ; achievement

nije evidentirano