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Comparing Differences in High School...

Gary-Maple, Pamela Nicole,

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Comparing Differences in High School Algebra Achievement Based on the Use of Differentiated Instruction: An Archival Quasi-Experimental Study /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Comparing Differences in High School Algebra Achievement Based on the Use of Differentiated Instruction: An Archival Quasi-Experimental Study // Pamela Nicole Gary-Maple.
作者:	Gary-Maple, Pamela Nicole,
面頁冊數:	1 electronic resource (119 pages)
附註:	Source: Dissertations Abstracts International, Volume: 83-05, Section: B.
Contained By:	Dissertations Abstracts International83-05B.
標題:	Mathematics. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28768540
ISBN:	9798460490981

Comparing Differences in High School Algebra Achievement Based on the Use of Differentiated Instruction: An Archival Quasi-Experimental Study /
Gary-Maple, Pamela Nicole,

Comparing Differences in High School Algebra Achievement Based on the Use of Differentiated Instruction: An Archival Quasi-Experimental Study /Pamela Nicole Gary-Maple. - 1 electronic resource (119 pages)

Source: Dissertations Abstracts International, Volume: 83-05, Section: B.

Teachers, administrators, and district stakeholders are seeking ways to increase standardized test scores and identify instructional strategies that will help meet the academic needs of all students. The theory of differentiated instruction served as the framework to examine whether successful implementation of differentiated instruction could improve test scores and meet the needs of individual learners. The problem addressed in this study was that lack of training in differentiated instruction among teachers is rendering many of these teachers unable to implement effective strategies for improving student learning. The purpose of this quantitative, archival, quasi-experimental study was to examine the differences, if any, between the level of achievement in high school algebra students when teachers received training in and used differentiated instruction. The archived data from nine classrooms and 255 students were used for the study. However, because the statistical assumptions for the planned mixed within-group/between groups ANOVA could not be met, t tests were used to measure pre- and post-student growth assessment scores of 98 students in five Algebra I classrooms. The findings indicated a significant difference in assessment scores after receiving differentiated instruction. Further research is necessary to determine the factors influencing how educators connect the link between the practice and assessment of differentiated learning. Implications of the study are that even experienced teachers often do not know what strategies to use with which students. Recommendations for practice include requiring pre-service programs and professional development programs to include differentiated instruction to improve teacher effectiveness and student achievement. Further research is needed to explore the strengths and weaknesses of specific differentiated instruction techniques to meet specialized populations like students with disabilities, gifted students, and marginalized students.

English

ISBN: 9798460490981Subjects--Topical Terms:

515831
Mathematics.
Subjects--Index Terms:

Algebra

Comparing Differences in High School Algebra Achievement Based on the Use of Differentiated Instruction: An Archival Quasi-Experimental Study /
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520 $a Teachers, administrators, and district stakeholders are seeking ways to increase standardized test scores and identify instructional strategies that will help meet the academic needs of all students. The theory of differentiated instruction served as the framework to examine whether successful implementation of differentiated instruction could improve test scores and meet the needs of individual learners. The problem addressed in this study was that lack of training in differentiated instruction among teachers is rendering many of these teachers unable to implement effective strategies for improving student learning. The purpose of this quantitative, archival, quasi-experimental study was to examine the differences, if any, between the level of achievement in high school algebra students when teachers received training in and used differentiated instruction. The archived data from nine classrooms and 255 students were used for the study. However, because the statistical assumptions for the planned mixed within-group/between groups ANOVA could not be met, t tests were used to measure pre- and post-student growth assessment scores of 98 students in five Algebra I classrooms. The findings indicated a significant difference in assessment scores after receiving differentiated instruction. Further research is necessary to determine the factors influencing how educators connect the link between the practice and assessment of differentiated learning. Implications of the study are that even experienced teachers often do not know what strategies to use with which students. Recommendations for practice include requiring pre-service programs and professional development programs to include differentiated instruction to improve teacher effectiveness and student achievement. Further research is needed to explore the strengths and weaknesses of specific differentiated instruction techniques to meet specialized populations like students with disabilities, gifted students, and marginalized students.
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