Differentiated Instruction Approach Using Triarchic Teaching: Students' Learning Assessment in Science

Abstract

INTRODUCTION

It is clear from the several studies conducted over the past decades that teachers encounter difficulties in accommodating student's individual differences. One of the greatest challenges is how to maximize learning for all the students in the same classroom. Thus, the education system continues its dynamic evolution in the contemporary society of knowledge and differentiated instruction is introduced in teaching and it is incorporated with Gardner's Multiple Intelligences Theory. However, other proponents advocate against such usage, considering learning styles to be fundamentally different from abilities or intelligence. In this manner, Robert Stenberg's Triarchic Theory of Human Intelligences has been considered and specifically highlighted recently as one appropriate basis for planning the differentiated instruction.

METHODS

The researchers utilized the quasi-experimental design in this study, the pre-test, and post-test, non-equivalent control group design to find out the effect of Differentiated Instruction Approach in Science on Students' Learning Outcomes. Two groups were formed: experimental using the Differentiated Instruction Approach and control group using conventional/traditional teaching. Participants were randomly assigned to these groups. The data were collected using the pre-test and post-test scores to determine their learning levels before and after the conduct of the study. The researchers used Ebel's Criteria and t-test for dependent and independent samples.

RESULTS

The results showed that the application of Differentiated Instruction Approach using Triarchic teaching is effective and increases the learning outcomes of the students in Science. As evidence to this is the increase of the group with Differentiated Instruction Approach that improved from low learning outcomes to high learning outcomes. Results of the t-tests showed that there was a significant difference between the mean gain scores of the experimental and the control groups. This could only mean that if the teachers will employ Differentiated Instruction Approach using Triarchic teaching, it could bring a greater positive impact on the student's learning outcomes.

DISCUSSIONS

The increase in the learning outcomes greatly noticeable primarily because of the distinct characteristics of the Triarchic teaching that focused on structuring a wide range of activities that have a chance to try different patterns of abilities, discover strongest abilities, and master as much as they can or all of them. The application of Triarchic teaching in classrooms thus helps to improve analytic, creative and practical abilities in students thereby enabling students to succeed both in academic and real life. Thus, the administration can conduct training-workshop for the application of the Differentiated Instruction Approach using Triarchic teaching.