A Study of the Effect of Using Differentiated Instruction on Student’s Mathematical Achievement and Motivation

• Main Authors: Hsiu-Hui Huang, 黃秀惠
• Other Authors: Yuan Yuan
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/51584690167710309561

碩士 === 中原大學 === 教育研究所 === 105 === This study adopted nonequivalent pretest- posttest quasi-experimental design to investigate the effect of implementing differentiated instruction on student’s mathematical achievement and motivation. The participants were the 5th grade students in one school at Daxi District, Taoyuan City. There were 27 students in the experimental group which was taught by differentiated instruction, while there were 25 students in the control group which was delivered with traditional lecturing instruction. The research was conducted for 7 periods in two weeks. The teaching material was the first unit fractional multiplication from the mathematics textbook volume 10 published by Nani publisher. The dependent variable in this experiment was fractional multiplication achievement test and the statistical control variable was the pretest fractional multiplication basic test. One-way analysis of covariance (one-way ANCOVA) was used to explore the effectiveness of differentiated instruction. Motivation Scale on Mathematics Learning was used before and after the experiment. The results were analyzed by Independent Sample t test to examine the differences of differentiated instruction on students’ mathematical learning motivation. The major findings are summarized as follows: 1.Differentiated instruction has the same learning effects as traditional instruction. 2.Differentiated instruction could improve students’ mathematical learning motivation, especially to students in low-score group. 3.The retention effect of differentiated instruction is better than traditional instruction, especially to students in moderate-score group. According to the major findings, the researcher proposed further discussions and suggestions to teachers’ instruction and further research.