It is also inextricably involved with values, beliefs and ways of thinking about the person and the world people dwell.The curriculum aims that pupils are given an opportunity to build upon their prior knowledge while utilizing their own skills, interests, styles, and talents.Data Gathering After seeking the approval from the principal, the teacher-researcher started the experiment for a week.Tags: Thesis On CoumarinsPhd Thesis On TransportationCulture Industry Thesis AdornoEssay About HeroesResearch Papers On ImmigrationBusiness Plan For Telecommunication CompanyThis I Believe Essays By StudentsNetwork Security Research Papers50 Essays A Portable Anthology No Name Woman
According to Tomlinson (2009), DI as a philosophy of teaching is based on the premise that students learn best when their teachers accommodate the differences in their readiness levels, interests, and learning profiles.
It sees the learning experience as social and collaborative.
Stronge (2004) and Tomlinson (2004b) claimed that addressing student differences and interest enhance their motivation to learn and make them to remain committed and to stay positive as well.
Stravroula (2011) conducted a study in investigating the impact of DI in mixed ability classrooms and found out that the implementation of differentiation had made a big step in facing the negative effects of socio-economic factors on students’ achievement by managing diversity effectively, providing learning opportunities for all students.
As educator, the teacher-researcher was motivated to conduct this action research on the effectiveness of DI in teaching English on Grade Four pupils for a week-long lesson. What is the performance of the two groups of respondents in the posttest? This action research utilized the experimental design since its main purpose was to determine the effectiveness of DI and its possible effect to the mean gain scores on achievement of pupils on a one-week lesson in Grade 4 English.
She also she wanted to know the effect of this method on the academic performance of the pupils from results of the diagnostic and achievement test. Two groups were taught the same lessons for one week.
The positive change in students’ achievement had shown that differentiation can be considered as an effective teaching approach in mixed ability classrooms. Is there a significant difference between the pretest scores of the control and experimental group? Is there a significant difference between the posttest scores of the control and experimental group? Is there a significant difference between the pretest and posttest scores of the control and experimental group?
Furthermore, Servilio (cited by Robinson, 2014) studied the effectiveness of using DI to motivate students to read and found out that an average of 83.4% of the students’ grades improved in reading, 12.5% remained the same, and 41% of the grades decreased. The following null hypotheses were tested at 0.05 level of significance.
This is my promised Action Research by one of the teachers at Victoria Reyes Elementary School.