Differentiated Instruction in Teaching Mathematics for Grade 9 Classes

Abstract

INTRODUCTION

As students enter adolescence, they are making what some researchers assert is the most challenging transition of their lives. To send them on that transition equipped with the self-knowledge of what they are good at, what they enjoy, how to learn something that is challenging for them, and conditions under which they can do their best work is to provide the best possible support for their success in school and beyond. The use of differentiated instruction (DI) in teaching Mathematics in Grade 9 will be of great help to increase the level of performance of the students in terms of their readiness, interests, talents or skills and learning styles especially in heterogeneous groupings of students.

METHODS

This action research utilized the experimental design since its main purpose was to determine the effectiveness of DI and its possible effect on the mean gain scores on the achievement of students on a three-day lesson in Grade 9 Mathematics. Two groups were taught the same lessons for three days. The control group was taught using single teaching with a similar activities approach while the experimental group was taught using DI with six groupings of students for the three days duration. Two regular sections were included in the study out of the eight Grade 9 sections that the school has. Both groups were given the pre-test and post-test. The results of the pre-test and the post-test were compared to determine whether using DI is effective or not.

RESULTS

The pre-test reveals that the control group has an MPS of 29.231 (SD= 2.098) while the experimental group reported a MPS of 30.000 (SD=1.782) which is a little higher.

The experimental group of students who were exposed to DI obtains MPS of 77.018 (SD=2.424) while the control group who were taught using the traditional method obtain MPS of 75.214 (SD=2.339) in their post-test.

The result showed that the post-test scores of the experimental groups taught with DI is remarkably better as compared to those which were taught the traditional approach.

DISCUSSIONS

The results show that there is an improvement in the groupings of students both in the control and experimental group but significant improvement was shown for the students taught using DI. It should be used in teaching students in Mathematics especially in heterogeneous classes because it improved their classroom performance. Although tedious on the part of the teachers, they should be encouraged to prepare and use DI to motivate students to participate actively in class discussions.