Assessing the impact of differentiated instruction on mathematics achievement and attitudes of secondary school learners

IF 0.7 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

South African Journal of Education Pub Date : 2023-02-28 DOI:10.15700/saje.v43n1a2065

A. P. Bal

引用次数: 1

Abstract

The aim of the study reported on here was to assess the impact of differentiated instruction in terms of mathematics achievement and the attitudes of secondary school learners to reveal their views on differentiated instruction. The study was designed according to a mixed method design in which both quantitative and qualitative methods were used. The study group, which constituted the quantitative dimension of the study, consisted of 2 control groups and 1 experimental group. The Mathematics Achievement Test, Mathematics Attitude Scale and a semi-structured interview form were used as data collection tools. One-way anova and descriptive analysis techniques were applied for the analysis of the data. We concluded that differentiated instruction in mathematics courses increases secondary school learners’ mathematics achievement, but has no effect on their attitudes towards mathematics.

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评估差别化教学对中学学生数学成绩及态度的影响

本研究旨在评估差异化教学对中学学生数学成绩和态度的影响，以揭示他们对差异化教学的看法。本研究采用了定量和定性相结合的混合方法设计。研究组由2个对照组和1个实验组组成，构成了研究的定量维度。采用数学成就测试、数学态度量表和半结构化访谈表作为数据收集工具。采用单因素方差分析和描述性分析技术对数据进行分析。我们得出的结论是，数学课程中的差异化教学提高了中学生的数学成绩，但对他们的数学态度没有影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

South African Journal of Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.60

自引率

0.00%

发文量

审稿时长

16 weeks

期刊介绍： The South African Journal of Education (SAJE) publishes original research articles reporting on research that fulfils the criteria of a generally accepted research paradigm; review articles, intended for the professional scientist and which critically evaluate the research done in a specific field in education; book reviews, i.e. concise evaluations of books that have recently appeared; and letters in which criticism is given of articles that appeared in this Journal. Indicate the relevance of the study for education research where the education system is characterised by transformation, and/or an emerging economy/development state, and/or scarce resources. Research articles of localised content, i.e. of interest only to specific areas or specialists and which would not appeal to the broader readership of the Journal, should preferably not be submitted for consideration by the Editorial Committee. Ethical considerations: A brief narrative account/description of ethical issues/aspects should be included in articles that report on empirical findings.