Literaturnachweis - Detailanzeige
| Autor/in | Bal, Ayten Pinar |
|---|---|
| Titel | Assessing the Impact of Differentiated Instruction on Mathematics Achievement and Attitudes of Secondary School Learners |
| Quelle | In: South African Journal of Education, 43 (2023) 1, Artikel 2065 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext kostenfreie Datei |
| Zusatzinformation | ORCID (Bal, Ayten Pinar) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0256-0100 |
| Schlagwörter | Mathematics Achievement; Secondary School Students; Mathematics Tests; Attitude Measures; Student Attitudes; Teaching Methods; Individualized Instruction; Comparative Analysis; Outcomes of Education; Fractions |
| Abstract | The aim of the study reported on here was to assess the impact of differentiated instruction in terms of mathematics achievement and the attitudes of secondary school learners to reveal their views on differentiated instruction. The study was designed according to a mixed method design in which both quantitative and qualitative methods were used. The study group, which constituted the quantitative dimension of the study, consisted of 2 control groups and 1 experimental group. The Mathematics Achievement Test, Mathematics Attitude Scale and a semi-structured interview form were used as data collection tools. One-way anova and descriptive analysis techniques were applied for the analysis of the data. We concluded that differentiated instruction in mathematics courses increases secondary school learners' mathematics achievement, but has no effect on their attitudes towards mathematics. (As Provided). |
| Anmerkungen | Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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