EFFECTS OF DIFFERENTIATED INSTRUCTION ON COLLEGE STUDENTS' ACHIEVEMENT IN AND ATTITUDE TOWARDS TRIGONOMETRY
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Keywords
Differentiated instruction, Student achievement, Attitude, Teaching strategies, education
Abstract
The study explored the effects of differentiated instruction (DI) on students' achievement in and attitude towards Trigonometry using a quasi-experimental design. Based on the students' identified learning needs, instruction made use of flexible grouping, varied formats (e.g. cooperative learning, group projects, whole-class discussion, peer teaching, experiential learning approach), and various strategies such as compacting, tiering, cubing, choice boards, anchor activities, RAFT, think-tac-toe, think dots, and layered curriculum. Results showed that the students taught using DI had a significantly higher achievement in Trigonometry than those who were taught using the lecture-discussion method. The use of DI did not change the students' attitude towards the subject in the 2-month period of the study. However, the students' learning journals showed that DI provided the students with more positive learning experiences.
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