EFFECT OF DIFFERENTIATED INSTRUCTION ON STUDENTS’ ACHIEVEMENT IN MATHEMATICS IN NSUKKA LOCAL GOVERNMENT AREA,ENUGU STATE

Abstract

This is on the effect of differentiated instruction on students’ academic achievement in mathematics in a diverse classroom setting. Differentiated instruction is an educational approach which tailors towards teaching methods, resources and assessment to address the varied learning needs, readiness levels and interests of students. The study was carried out in Nsukka Local Government Area of Enugu State. Three research questions were posed. Three hypothesis were formulated and tested at 0.05 level of significance. It adopted a quasi-experimental design. The population of the study comprised all the Senior Secondary School Two (SS 2) in Nsukka Local Government. A sample of 86 SS 2 Students from two intact classes was sampled purposefully. The data was obtained using Mathematics Achievement Test. The data were analyzed using mean, standard deviation and analysis of covariance (ANCOVA). The results showed that students taught bearing and distances using differentiated instructions achieved higher than their counterparts taught using conventional method in the post test. It also showed that there was no gender difference among students taught using the skill of differentiated instruction. This shows that the skill of differentiated instruction is an effective method of teaching to enhance students’ achievement in mathematics.