Effectiveness of Differentiated Instruction Method on Geometrical Concepts of Ninth Grade Students

Abstract

Investigating the effectiveness of tailored instruction on the development of geometry concepts at the ninth-grade level was the aim of this study. This study used a quasi-experimental pretest-posttest nonequivalent control group design to examine how differentiated instruction affected the development of geometric concepts, the dependent variable. The primary objective of the study was to determine how individualized instruction affected the formation of geometry concepts in the ninth grade. The hypothesis was that there is no statistically significant difference between intervention group and the group which was taught through traditional method on concept development of geometry at the ninth-grade level. Students in the ninth grade in boys' high and higher secondary schools in the Sargodha area made up the study's population. Using a multistage sampling method, the sample was selected. Initially, all male schools in Sargodha city that offered ninth-grade science studies were included.   Purposive sampling was then used to choose one school.  Two complete ninth-grade sections (the scientific group) made up the study's sample. One section was designated as the experimental group and another as the control group using random assignment.    Researchers created a pretest as a research tool. Before administering pretest, its reliability and validity was obtained through expert opinion, pilot testing and Kuder Richardson reliability coefficient. Before intervention pretest was conducted to both groups. Using differentiated instruction, the lesson plans for the intervention were developed.  The experimental group received differentiated instruction for six weeks, while the control group received traditional instruction. A posttest was administered after the intervention, and the results from both groups were compiled.    The paired sample t-test and the independent sample t-test were used to analyze the data.  The statistics showed that the performance of the experimental and control groups was significantly different. It was concluded a significant difference between both groups. So, differentiated instruction experience a large effect on students’ performance of treatment group. Based on conclusion, it was recommended that the teacher should improve teaching strategies and use differentiated instruction to impart instruction. It was recommended for Punjab Textbook Board to inculcate differentiated instruction-based activities in Mathematics textbook at secondary level. It was also recommended to Punjab education curriculum training assessment authority (PECTAA) to impart training to the teachers for better understanding of differentiated instruction.

Key words: Differentiated instruction, concept development, geometry, lesson plans, experimental group, control group.