Increasing Performance by Differentiated Teaching? Experimental Evidence of the Student Benefits of Digital Differentiation

Autor/inn/en	Haelermans, Carla; Ghysels, Joris; Prince, Fernao
Titel	Increasing Performance by Differentiated Teaching? Experimental Evidence of the Student Benefits of Digital Differentiation
Quelle	In: British Journal of Educational Technology, 46 (2015) 6, S.1161-1174 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12209
Schlagwörter	Foreign Countries; Prevocational Education; Biology; Ability Grouping; Individualized Instruction; Educational Experiments; Pretests Posttests; Scores; Robustness (Statistics); Academic Ability; Grades (Scholastic); Repetition; Age; Sex; Social Class; Neighborhoods; Income; Large Group Instruction; Electronic Learning; Educational Benefits; Netherlands + Suchen Sie Ihr Suchwort? Ausland; Enterprise education; Vorberufliche Bildung; Biologie; Homogene Gruppierung; Niveaugruppierung; Streaming; Individualisierender Unterricht; Schulversuch; Widerstandsfähigkeit; Notenspiegel; Wiederholung; Alter; Lebensalter; Geschlecht; Geschlechtsverkehr; Social classes; Soziale Klasse; Neighbourhoods; Nachbarschaft; Einkommen; Bildungsertrag; Niederlande
Abstract	This paper explores the effect of digital differentiation on student performance using a randomized experiment. The experiment is conducted in a second year biology class among 115 prevocational students in the Netherlands. Differentiation allowed students in the treatment group to work at three different levels. The results show that there is a significant effect of digital differentiation on the posttest score. This effect is robust to adding covariates such as students' ability, grade repetition, age, gender, class and average neighborhood income. There are no differential effects when dividing students in three groups, by ability. The results imply that differentiation in large classrooms is possible and beneficial for all students, once done digitally. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01