Effects of Differentiated Instruction of Low Achieving Students on Learning Motivation and Learning Performance

• Main Authors: I-Chun Chen, 陳怡君
• Other Authors: 楊心怡
• Format: Others
• Online Access: http://ndltd.ncl.edu.tw/handle/rgnkq5

碩士 === 國立臺北科技大學 === 技術及職業教育研究所 === 104 === The research is aimed to investigate the effects of differentiated instruction on vocational high school students with low mathematics achievement. Therefore, the purpose of this research tends to: (1) explore the influence of students’ learning motivation after the differentiated instruction implementation; and (2) explore the influence of students’ learning effectiveness after the differentiated instruction implementation The quasi-experimental study was adopted with students in second grader of vocational senior high school in Taipei City as participants. The experimental group with 27 students was taught by differentiated instruction in mathematics class, and the other class, the controlled group with 28 students, was taught by traditional instruction in mathematics class. After six-weeks of experiment, the researcher enrolled the mathematical learning assessment and learning motivation scale to investigate how the differentiated instruction influenced their learning motivation and effectiveness. Moreover, by examining students’ learning feedback questionnaire from the experimental group, their reflections and opinions were examined after the curriculum implementation. The results were as follows: 1. Students’ learning motivation of experimental group improved significantly after the differentiated instruction, while there was no significant difference with those who received traditional instruction of the controlled group in their mathematics learning motivation. The result indicated that the motivation of the experimental group was significantly higher than the controlled group, which meant that the differentiated instruction can promote students’ learning motivation on mathematics. 2. Students’ mathematics scores of the experimental group were significantly higher than that of the controlled group. The findings showed that the impelmentation of differentiated instruction can effectively improve students’ learning effectiveness in mathematics. 3. The differentiated instruction can enhance students’ interests in learning mathematics. 4. Students have high acceptance and hold positive attitude on differentiated instruction.