Effects of differentiated instruction on students' achievement, attitude, and engagement in an upper elementary math classrooms

Abstract

The main purpose of this quasi-experimental study was to explore the influence of Differentiated Instructions on students engagement in Mathematics classrooms, their attitudes towards Mathematics and their achievement in Mathematics specifically in the Fractions unit. This study was conducted by using quantitative data methods. They involved an observation checklist during the implementation of Differentiated Instructions, an attitude survey before and after the intervention, and pre and posttests for both the control and intervention groups. The results showed that students average in the control group decreased significantly, whereas the average of the students in the treatment group increased significantly. Moreover, the average of students attitude scale toward Math increase from 3.96 to 4.38. Class observations showed that students in this mixed ability classroom were all challenged, on task, and engaged. Challenges in implementing Differentiated Instructions were identified followed by a discussion of recommendations and implications.