| Summary: | 碩士 === 國立高雄師範大學 === 教育學系 === 105 === Rural junior high school students have suffered from the disadvantages in educational background and tend to have low motivation towards learning. To develop their learning performance, the present study, carried out in the form of action research, aimed to explore the effect of differentiated instruction with multiple assessments on rural students’ performance towards learning mathematics.
Participants were 27 students from an intact class in a rural junior high school in Southern Taiwan. The study involved three phases and was completed within 11 weeks. Research instruments were video-recordings of classroom teaching, interviews with students, teaching reflections, a set of worksheets developed by the researcher, students’ monthly exams, and a questionnaire of learning attitude towards mathematics. The collected data were analyzed in terms of three domains: cognitive domain, psychomotor domain, and affective domain.
The results demonstrated the positive effect of differentiated instruction with multiple assessments on the learners’ learning performance in the following three domains. As for the cognitive domain, the students showed their autonomous learning by studying the math tasks with peers after class. Regarding the psychomotor domain, the students had better performance in the worksheets and in their monthly exams after treatment. Concerning the affective domain, analysis of the students’ perceptions in the questionnaire of learning attitude indicated their increase in learning confidence, learning autonomy, and willingness towards learning mathematics as the treatment moved on through the three phases.
The present study concluded with theoretical and pedagogical implications. Despite some limitations, the study has shed lights on the implementation of differentiated instruction with multiple assessments in rural mathematics education.
Keywords: differentiated instruction, multiple assessments, mathematics learning performance, action research
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