Examining Differentiated Instruction Approach in Improving Students' Academic Achievement in Biology in Ibadan Secondary Schools in Nigeria
DOI:
https://doi.org/10.66545/mnbwqf47Keywords:
Differentiated instruction, traditional method, teaching, learningAbstract
This study is tailored toward meeting students' interests, needs, and strengths. As a result, differentiated instruction and traditional method were used. A pretest–posttest quasi–experimental design was used. Ibadan is divided into four educational zones, one was chosen by random and purposive sampling, and 134 students were purposively selected in four schools from an arm of the SS2 science intact class in each school. Three instruments were used: Achievement Biology Test (ABT) (r = .76), Differentiated Instruction Guide (DIG), and Traditional Method Guide (TMG). Two hypotheses were used at p = 0.05. The data analysis used were t-test and ANOVA. The result revealed that there is no initial significant effect of differentiated instruction and traditional method on pre-test of students' academic achievement (t ( ) = -.628, p = .53) while the post–test of treatments has a considerable impact on the 132 academic achievement of students (t ( ) = 19.88, p = .00); [F ( ) = 10159.64), p = .00] while 132 1,133 there is no significant interaction effect of treatment and students' gender on students' academic achievement [F ( ) = .012, p =.91]. It is recommended that differentiated instruction should 1, 133
be encouraged and adopted during teaching/learning of Biology.
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