Differentiating Instruction in a Mathematics Classroom: Its Effects on Basic 7 Learners’ Academic Performance and Engagement in Common Fraction

Edward Abatanie Padmore, Joseph Kafui letsa-Agbozo, Gabina Susuoroka, Dennis Offei Kwakye


Differentiated instruction is a method that can be utilised to help learners with different characteristics master mathematics in every area covered. In this paper, a pre-test and post-test quasi-experiment design was used. The participants in this study were 83 students chosen at random from basic 7. This includes 41 students in the experimental group and 42 students in the control group at St Andrew’s Junior High School in Wa, Ghana’s Upper West Region. The learners were thoroughly matched based on their learning styles and numerous intelligences. The pre-test was used to assess learners’ academic performance prior to the intervention, and the post-test was used to see if there was a difference in the effect of differentiated instruction versus non-differentiated instruction between the control and experimental groups. The study looked into common fractions, specifically converting improper fractions to common fractions, converting mixed fractions to improper fractions, and solving problems requiring fraction addition and subtraction. According to the findings of the study, learners in the experimental group had interactive, analytic, and introspective learning styles. The experimental group has (differentiated class) and the control group’s (non-differentiated class) pre-test mathematical achievement was comparable to “low”, however, their critical thinking skills were “unreflective”. Post-test results, on the other hand, show that the experimental group (differentiated class) has “high” mathematics achievement and “developing” critical thinking skills, whereas the control group (non-differentiated class) has “average” post-test mathematics achievement and “developed” critical thinking skills. The experimental group outperformed the control group in terms of pre-test and post-test mean improvements in mathematics achievement and critical thinking skills. As a result, the article recommended that practitioners understand the components of differentiation in order to develop lessons that meet the requirements of all learners. Mathematics facilitators must attend workshops and seminars on a regular basis to keep their knowledge and abilities in differentiated instruction up to date.

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DOI: https://doi.org/10.22158/fce.v4n3p1


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