A Correlational Study of English Learning Achievement and Attitude by Adopting Differentiated Instruction for the Fourth Graders

• Main Authors: HUANG, SHU-SHAO, 黃舒紹
• Other Authors: HWANG, YUANHER ROBIN
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/r8zs5t

碩士 === 明道大學 === 課程與教學研究所 === 107 === The purpose of this study is to explore the impact of differentiated instruction on English learning achievement and learning attitudes of the elementary fourth graders. The researcher conducted the analysis of students with different learning achievements. With 50 students from two classes of the fourth grade in Da Chen Elementary School, Ba De Dist., Taoyuan City, as the study subjects, this research adopted the design of the quasi-experimental study. The study evenly divided the fifty students into two classes. One was arranged as the experiment group of 25 members taught with English-differentiated instruction, the other as the control group of 25 members taught traditionally with large-scaled-class English teaching. Before the experimental teaching, the study divided the experimental group students into three cohorts of high, medium and low learning achievements according to the fourth-grade students’ English scores performed in the former semester. After eight weeks, with two periods per week and sixteen periods of experimental teaching in total, this study used students’ English scores and the English learning attitude questionnaires as the quantitative data, adopting statistical methods of one-way ANCOVA, independent-samples t test, paired-sample t test, descriptive statistics, etc, for data processing and analysis. The study found that: 1. After the implementation of differentiated instruction, there were significant differences presented in English learning achievement between students of the experimental group and the control group. 2. After the implementation of the differentiated instruction, there were significant differences presented by the experimental group and the control group in the overall performance in English learning attitude and in the "emotion" dimension. 3. After the implementation of differentiated instruction, the learning achievements of the experimental students in both the high and middle learning achievement groups were significantly increased. Especially, students of the middle learning achievement group made the most progress. According to the results of the study, the researcher made suggestions for latter teachers or researchers who are interested in English differentiated instruction.