The Use of Differentiated Instruction Methods in Math and Science Classes, with Diverse Middle School Learners.

摘要

The purpose of this exploratory quantitative correlational study was to examine the relationship between teachers' use of differentiated instruction methods (computer-based instruction, flexible grouping, group projects, independent study, learning styles, peer partner learning, scaffolding, and tiered activities) in diverse math and science classes and middle school students' academic performance on state tests. The use of differentiated instruction was measured as frequency of use of each strategy, and academic performance was measured using classroom percentages of students who scores at the four levels of the MCT2 and MST state tests. The study was conducted with a convenience sample of eight classrooms from a school district in northern Mississippi. This research was based on constructivist and experimental learning theories. The research question regarded the relationship between teachers' use of differentiated instruction and students' performance on math and science state tests. The researcher surveyed the teachers to collect primary data for the use of eight differentiated methods, and utilized secondary data for student achievement. The significant correlations identified in the Spearman's Rho correlation analysis indicated that tiered activities and computer-based instruction had significant potential for positive effects on students' academic performance, whereas scaffolding, flexible grouping, and peer partner learning had significant potential for negative effects. The results justify further research.