PENGAJARAN

KEPELBAGAIAN
PELAJAR
DISEDIAKAN OLEH SABARINA BINTI OTHMAN
 Tugasan
KAJIAN KES
PELAJAR DIMINTA UNTUK MENGANALISIS ARTIKEL BERBAHASA INGGERIS
YANG BERBENTUK KAJIAN BERKAITAN PENGAJARAN KEPELBAGAIAN
PELAJAR DAN BAGAIMANA ANALISIS BERKAITAN / BERKENAAN DAPAT
DIGUNAKAN UNTUK MENINGKATKAN KUALITI PERANCANGAN PENGAJARAN
MEREKA.

Tajuk
‘ DIFFERENTIATED INSTRUCTIONAL IN THE WORK SAMPLE : A STUDY OF
PRESERVICE TEACHER PRACTICE’

Disediakan oleh
AMY LYNN DEE
School of Educational
George Fox University

Dinilai oleh
SABARINA BINTI OTHMAN
(L20092005797)

Disediakan untuk
DR. SABRI BIN MOHD SALLEH
Pensyarah

KPD 5033
PENGAJARAN KEPELBAGAIAN PELAJAR
UNIVERSITI PENDIDIKAN SULTAN IDRIS
DIPLOMA PENDIDIKAN MARA ( KOHORT III )

Mac 2011
 i
ACKNOWLEDGMENTS

Assalammualaikum w.m.t.
I wish to first of all thank Almighty God for his guidance and enduring strength. I
also give thanks to my husband for his support and encouragement. Thanks also to my
lecturer, Dr. Sabri bin Mohd Salleh, for all of the time and assistance he gave unselfishly
to help me succeed and to my committee members of KKTM Rembau lecturers, for their
clarity, direction, corporation and encouragement to make this experience a lasting one.
I dedicate to my family who encouraged me to remain steadfast and complete this life
altering goal. Thank you to all of you.
 Title
IMPROVING STUDENTS’ ACADEMIC ACHIEVEMENT THROUGH
DIFFERENTIATED INSTRUCTION

by
ERNESTINE JOHNSON

ABSTRACT
The No Child Left Behind Act mandates that achievement gap be closed
between African American students and their White and Asian counterparts by having
all students meet high levels of proficiency in reading and math by 2014. This study
used Tomlinson’s theory of differentiated instruction (DI) to determine if the knowledge
and application of learning preferences to provide DI would increase student
achievement in a middle school. This quasi-experimental mixed-methods study was
designed to answer two questions involving understanding the difference in
achievement between students who are taught with DI and those who are taught with
traditional methods of instruction and teacher perceptions regarding DI and its impact
on student performance in the classroom. A convenience sample included an
experimental group of 30 students who received instruction using DI strategies suitable
to their learning styles and a control group of 30 students received instruction with
traditional methods. Pretest and posttest data from the Chicago Public Schools’
Reading Benchmark Assessment were used to measure the impact of DI on academic
achievement. A t-test analysis showed that there was no significant difference in the
achievement between students who were taught using DI and those who were taught
using traditional instruction. The experimental classroom teachers’ perception of DI was
drawn from responses to a survey and face-to-face interview where the researcher took
notes and coded the interviewee’s responses. The qualitative analysis indicated that DI
has a direct impact on student growth because it allows the student to be creative in
demonstrating what they have learned and what product will be used to show
understanding. This type of educational reform has thepotential of closing the academic
achievement gap and influencing social change in the U.S. educational system by
moving from traditional instructional to modern strategies.
SAMPLE
A convenience sample was included:
1. An experimental group of 30 students who received instruction using
defferentiated instruction strategies suitable to their learning styles.

2. A control group of 30 students received instruction with traditional methods.

3. Elementary school teachers of Grade 8 in one Chicago Public School.

SETTING
Chicago Public Schools’ (U.S)

PROCEDURE OF ACTION RESEARCH

1. First, the researcher used a convenience-sample method. This method resulted
when the more convenient elementary units were chosen from a population for
observation. The research site was chosen, without any random mechanism,
because it was a site familiar to the researcher. This convenience sampling did
not represent the entire population of the school, and only involved two
classrooms of 30 students each to defray any bias.

2. Second, the process used to select participants for this research study began
with a broad search to identify classrooms within the school. Interviewing the
administration and teachers, the researcher was able to determine the grade
range of seventh and eighth graders. The researcher then used a purposeful
sampling method to determine the classrooms to participate in the study. This
method was chosen because it allowed the researcher to work with the data and
selected sites in deliberate ways that lead to a broad review of the learning
community and the implementation of DI.
3. Third, the classrooms identified through purposeful sampling were then further
researched to identify whether they met three criteria; (a) The classroom had at
least 25 students as a sample means to test the hypothesis. (b) One classroom
teacher was trained and knowledgeable on DI. (c) The researcher had access to
school data showing achievement levels over 3-years.

4. Fourth, by analyzing reports obtained through the school database for

participating classrooms and reviewing the school report card data, the
researcher identified the two eighth-grade classrooms that met the criteria for
inclusion in the study. These classrooms consisted of 30 African American
students from 12 to 13 years with mixed-ability levels with one teacher per
classroom. Gravetter and Wallnu (2005) wrote that any sample size is acceptable
for a simple t test as long as it is a significant representation of the total
population.

5. Fifth, the researcher was a full-time member of this elementary school and had
served more than 10 years in both an instructional and training capacity as
department chairperson and mentor to new and first-year teachers. Within this
school district, schools’ testing schedules were varied and might not be
completed on the same day and time. The researcher developed a well-rounded,
working relationship with other teachers at this school who gave comfort and
professionalism to the researcher’s role as an observer and to Groups A and B.

6. Six, prior to the beginning of this study, permission was obtained from the
Walden University Institutional Review Board. After university approval was
received, permission was sought from the principal and the participating teachers
and students.

7. The pretest-posttest scores from CPSRBA was utilized to provide a numeric

characterization of mean, median, mode, and standard deviations to measure the
students’ academic achievement for the period of this 10-week study.
8. A survey questionnaire designed to gather information from the teacher
regarding personal opinions and knowledge of DI was also administered to the
teacher of the experimental classroom. The survey questions were about the
professional development activities that the teacher had been involved in over
the past 6 months.

9. The CPSRBA is a quarterly assessment used by the Chicago Public Schools

system to determine student growth. This assessment has a stable reliability if its
implementation is carefully maintained.

10. The qualitative questions were addressed by two forms of data. (a) First, the
teacher of the experimental classroom was asked to submit weekly lesson plans
for meetings when the team (the school administrator, researcher, and classroom
teacher) met to collaborate on specific strategies used, what worked, and what
did not work. (b) Second, the researcher conducted walk-through observations to
identify strategies for DI and to determine how well the lessons were being
received and the student interactions to this intervention.
DATA COLLECTIONS
In this study, a quasi-experimental mixed-methods design was used. The data
were collected, upon the receipt of the Institutional Review Board approval, and saved
into a database of both quantitative and qualitative information. After each permission
letter was returned, students were administered the CPSRBA and a Multiple Intelligence
Checklist to determine a students’ learning style preference.

The experimental Group B of students then received instruction using DI

strategies suitable to their learning styles. It was anticipated that these strategies would
increase students’ motivation level and help to keep them focused on the task and
process at hand. The DI continued for 10 weeks. At the end of the study period, a
CPSRBA posttest was administered and the results calculated.

The traditional classroom with Group A students received whole-class instruction,

including lecturing to the whole class, minimal teacher-student interaction, and minimal
grouping or student interactions. At the end of the study period, this class was also
given the CPSRBA posttest and results were calculated and compared to that of the
differentiated classroom. The results of this test were compared using a simple t test
and a significance level of p= .05.

The embedded analysis for the qualitative data was to determine if the
professional development activities assisted the teacher in the DI and helped the
students to achieve more academically. The collection and the objective recording of
this data of each observation provided corroboration through the triangulation of all data
collected.

Types of methodology that applied in this research are:

1. A quasi-experimental mixed-methods study was used to explain the

methodology, design study, sample, data collection and analysis that were
utilized to answer the central research question.
2. Pretest and posttest data from the Chicago Public Schools’ Reading Benchmark
Assessment were used to measure the impact of DI on academic achievement.

3. The t-test analysis was indicated the significant difference in the achievement
between students who were taught using DI and those who were taught using
traditional instruction.

4. The experimental classroom teachers’ perception of DI was drawn from

responses to a survey and face-to-face interview where the researcher took
notes and coded the interviewee’s responses.

5. The qualitative and quantitative analysis indicated that DI has a direct impact on
student growth because it allows the student to be creative in demonstrating
what they have learned and what product will be used to show understanding.
DATA ANALYSIS
The purpose of this study was to determine if DI strategies improved students’
academic achievement. The tool that was used to test the null hypothesis (There is no
significant difference in achievement between students who are taught in classrooms
where DI is employed and those who are taught in regular classrooms where no DI is
employed) was the CPSRBA pretest-posttest scores.

The CPSRBA consisted of 45 questions at each grade level. The test was
designed to measure academic achievement on a quarterly basis. This test was scored
at the Educational Testing Center and the results sent to each school. The researcher
then presented descriptive statistical measures (mean, standard deviations, and
ranges) for the pretest and posttest administrations of the instrument. A t test was then
calculated to compare the quantitative data using a significance level of p = .05.

The researcher also collected the survey from the experimental classroom
teacher involved in the study and constructed a comparison chart to show the results
noted along with the consent forms and lessons submitted.

Several types of evidence were collected to validate the study data and the
secondary research questions using:

1. QUASI-EXPERIMENTAL MIXED-METHODS
 This a quasi-experimental mixed-methods study was used to explain the
methodology, design study, sample, data collection and analysis that were
utilized to answer the central research question.
 This method was asked two questions:
(a) What is the difference in achievement between students who are
taught with DI and those who are taught with traditional methods of
instruction?
(b) What are the perceptions of teacher regarding DI and its impact on
student performance in the classroom?
2. PRETEST AND POSTEST ANALYSIS
 Pretest and posttest data was collect from the Chicago Public Schools’
Reading Benchmark Assessment were used to measure the impact of DI
on academic achievement.
 The researcher used a pretest and postest control group design to
compare the academic performance of inner-city seventh- and eight-grade
African American males in a public elementary school with the academic
performance of their Asian and White counterparts in Chicago, Illinios.
 Approximately 60 students from the eighth grade were organized into two
classrooms of 30 students per classroom. The two groups were selected
using purposeful sampling and had to meet the criteria required for
participation.
 The average class size in this elementary school was 30 students per
classroom. The culture of these classrooms was that of mixed-ability
students determined by previous test scores. One group participated in
the classroom instruction designed to differentiate instruction for a mixed-
ability group of students to enhance student learning. The other group was
in a regular classroom setting. The classrooms were randomly assigned to
treatment and control groups by drawing students’ names from a hat.
 In addition, the teacher from the targeted experimental or Group B
classroom in which instruction was being differentiated met weekly with
the researcher and the school’s principal to discuss how DI was being
used in the classroom and how the strategies used affected student
progress.
 The pretest-posttest scores from CPSRBA was utilized to provide a
numeric characterization of mean, median, mode, and standard deviations
to measure the students’ academic achievement for the period of this 10-
week study.
 This method was asked two questions of the findings:
 (a) The findings of this study present information on strategies that
improve the academic achievement of students.
(b) The findings of this study can help teachers to learn more about how
to identify student readiness and to use students’ learning profiles to
maximize learning and develop learning strategies that address
students’ preferred learning style.

3. THE t-TEST ANALYSIS

 The t-test analysis was indicated the significant difference in the
achievement between students who were taught using DI and those who
were taught using traditional instruction.
 The analyzing reports obtained through the school database for
participating classrooms and reviewing the school report card data, the
researcher identified the two eighth-grade classrooms that met the criteria
for inclusion in the study.
 The sampling were then further researched to identify whether they met
three criteria; (a) The classroom had at least 25 students as a sample
means to test the hypothesis. (b) One classroom teacher was trained and
knowledgeable on DI. (c) The researcher had access to school data
showing achievement levels over 3-years.

 This t-Test analysis was answer of two hypotheses in this study:

(a) H0: There is no significant difference in achievement between
students who are taught in classrooms where DI was employed and
those who were taught in regular classrooms where no DI was
employed.
(b) H1: There is a significant difference in the achievement between
students who are taught in classrooms where DI was employed and
those who were taught in regular classrooms where there was no DI
employed.
4. THE EXPERIMENTAL CLASSROOM TEACHERS’ PERCEPTION
 The researcher believed that DI would become the instrument for creating
effective learning communities where the students felt welcomed,
respected, and safe; and where the expectation was growth and
collaboration between both students and teachers.
 The researcher developed a well-rounded, working relationship with other
teachers at this school who gave comfort and professionalism to the
researcher’s role as an observer and to Groups A and B.
 A survey questionnaire designed to gather information from the teacher
regarding personal opinions and knowledge of DI was also administered
to the teacher of the experimental classroom.
 The survey questions were about the professional development activities
that the teacher had been involved in over the past 6 months.
 This method was asked one questions that guided to this study:
(a) How does professional development in DI impact academic
achievement?

5. THE QUALITATIVE AND QUANTITATIVE ANALYSIS

 The researcher interviewing the administration and teachers, to determine
the grade range of seventh and eighth graders.
 The researcher then used a purposeful sampling method to determine the
classrooms to participate in the study.
 This method was chosen because it allowed the researcher to work with
the data and selected sites in deliberate ways that lead to a broad review
of the learning community and the implementation of DI.
 The experimental classroom was asked to submit weekly lesson plans for
meetings when the team (the school administrator, researcher, and
classroom teacher) met to collaborate on specific strategies used, what
worked, and what did not work.
 The researcher conducted walk-through observations to identify strategies
for DI and to determine how well the lessons.
 The researcher also addressed three secondary questions that were
qualitative in nature:
(a) What are the actual practices of DI in an elementary school
classroom?
(b) What are the teachers’ perceptions of the impact of professional
development on DI?
(c) How does DI stimulate academic achievement?
 These questions are answered by both quantitative and qualitative data
that have been categorized and analyzed.
FINDINGS AND DISCUSSIONS
Based on the overall review of the action research, the data were collected, and
the findings was analysis as :

1. This study was to examine the impact of DI in closing the achievement gap
among African American boys and their Asian and White counterparts.
Because of the varied instructional strategies, DI could help students at an
elementary school within the Chicago Public School system use their prior
knowledge and specific learning style to increase respondents academic
achievement.

2. The finding of theoretical base on this study was devided on two main ideas.
One is Tomlinson's theory of defferentiated instruments (DI) and other is
providing teachers appropriate and provide professional development for
them to apply DI. The due to the demands that have been placed on the
classroom teacher to close the achievement gap, especially between
students from low-income and minority families, teachers must seek to meet
the requirements of students’ disparate needs and interests.

3. The purpose for the development of learning communities is to assist the

parents, teachers, and students to reach their maximum potential. Teaching
and learning is a facet of all organizational structures.The second main ideas
was according to Dantonio (2001), the use, knowledge, and application of
professional development tools, such as mentoring, lesson study, and
coaching, were on the rise as the researchers seek ways to increase teacher
development and student learning.

4. The development of the first coaching model was in their intent to develop a
means by which administrators, teachers, and parents could collaborate with
one another to best serve the students. In other words, they wanted to help
others think. As teachers learn more about themselves and how they learn,
 they become more aware of the different ways their students receive and
apply knowledge.

5. The particularly of interest to master teachers and administrators was

highlighted because they are the ones who will train and guide new and
inexperienced teachers in selecting and planning for the greatest student
achievement. When quality differentiation is present, there are ongoing
preassessments to determine students’ needs.

6. Research need specific strategies tool that may be used for the study. These
tools are specific strategies that the researcher uses to either manipulate data
or interpret data.

7. For this study, a professional learning refer to the reported development for
the subject matter of professional learning (what teachers learn) can be
divided into what the teacher needs to understand in order to prepare for
classroom instruction and the content they must know.

8. Methods for planning for student assessment and subject matter knowledge
will all be pulled together to create useful contextualization that fosters
student growth.

9. The teacher connects previously learned material and the purpose for the
new information; reminds students of correlation between written and social
skills, and presents a brief overview of what the students will be doing.

10. The finding for Eight-grade pretest reading results for both traditional (Group
A) and experimental (Group B) classrooms was indicated that both group
had increase in academic achievement, so an independent samples test was
conducted to determine if the growth gained was caused by the treatment of
DI and not simply because of effective teaching.
11. There was not a significant difference in the achievement between students
who were taught in the classroom where DI was employed and those who
were taught in the regular classroom where no DI was employed.

12. However, the equal gain in the scores for both groups can be used to verify
that teachers and the leadership in this school promote effective and
appropriate instructional strategies in a positive learning environment.

13. Certain parts of DI and multicultural education are useful in addressing the
needs of students from diverse backgrounds.

14. The profeѕѕional development at this school is directly related to instruction.

The teacher’s response to this statement was again strongly agree. The use
of the DI model began in the general education classroom. Initially, this
application addressed students who were considered gifted but not
sufficiently challenged in the general education classroom setting.

15. Parent and home environment iѕѕueѕ are important to student achievement.
The teachers strongly agreed with this ѕtatement because it suggested the
importance of an educated and highly productive population. When parents
are involved, it enhances the students’ confidence and it has been
substantiated by research that students do better when their parents are
supportive, encouraging, and involved with their students.

16. The teacherѕ at this school also seek learning strategies from outside of this
district. Thiѕ meant that teacher learning needs to respond to an ever
changing student body and society. This is one of the most important issues
facing educational policy and practice.

17. To ensure effective and appropriate instructional strategies, the leadership of

this school leads the way in promoting a positive learning environment. It can
 be clearly noted that student motivation is a must and that each child must be
guided to learn and progress on an individual’s level and pace.

18. The actual practices of DI strategies were based on the multiple intelligences
that framed each student’s learning style and were effective in allowing the
teacher to teach to a variety of learning styles, causing academic growth. This
strategy has a direct impact on student growth because it allows the student
to be creative in demonstrating what has been learned and what product will
be used to demonstrate understanding.

19. The actual practices of DI in elementary schools are not widely utilized but
can be effective means of achievement for both student and teacher when
used properly. Students are highly motivated when they are given
responsibility for their own learning. Students learn better when they are not
kept in a box situation but are allowed to comprehend and react to their
learning based on their preferred learning styles.

20. From this study alone, teacher training and collaboration in DI is a welcomed
and much needed tool to assist teachers in moving their students forward.
The impact of the professional development was viewed as a critical part of
teacher preparedness and efficiency in using DI strategies. Some teachers
shy away from DI because it is perceived as difficult lesson planning. Many
teachers still prefer traditional instruction.

21. DI gives the student freedom to be creative and demonstrative in selecting

and producing products that were based on the instructional objective and the
students’ learning style which motivates the students to project self-identity in
their work.
SUMMARIZATION

1. To develop successful learners, teachers must ensure that the student

understands the particular task at hand.

According to Fisher and Frey (2008), teachers should explain, not tell students
about as instructional strategies (p. 32).

2. All teachers are required to give proof of their teaching success because the
requirements for standard-based curricula and assessment for all students have
changed the direction of education reform.

According to Forsten, Grant, & Hollas, 2002) A set of good models being used
for meeting these requirements is DI, awareness of universal design for learning,
and multicultural education.

3. All teachers must struggling to craft their instruction to individual student needs.
They were trying to provide the right level of challenge for all students in their
class.

According to (Benjamin, 2003) Every teachers were differentiating their

instruction.

4. Profeѕѕional development at the school is directly related to instruction and

application addressed students who were considered gifted but not sufficiently
challenged in the general education classroom setting.

According to (Tomlinson, 2000) The diversity in classrooms came about with the
introduction of inclusion of students with disabilities and because of this the
reality abilities.
5. The Instruction is must directly related to a student learning preferences
especially in learning style because it’s defined as the preferred way of learning
for each individual.

According to Smutny, 2003; This learning preference, as well as the previous

two, can be tied together to produce aneffective group.

6. Provided a profeѕѕional development on various learning activities as

continuously provided at the school and played an eѕѕential role. Ѕchool leaderѕ
could access these profeѕѕional development events to relay changes needed
and to offer the training required to make these reforms a reality. All staff should
access to these professional development.

According to Wright, 1999 ; it was important that all professionals concerned had
access to active and systematic professional development to achieve such an
understanding and to addreѕѕ the learning needs of all students as envisioned in
the Ѕchool-to-Work Opportunities Act of 1994.
 ii
REFERENCES

Benjamin, A. (2002). Differentiated instruction: A guide for middle and high school
teachers. Larchmont, NY: Eye on Education.

Boyle, B., White, D., & Boyle, T. (2004). A longitudinal study of: What makes
Professional development effective? Curriculum Journal, 15(1), 46-68.

Richardson, D. K. (2007). Differentiated instruction: A study of implementation.

(Doctoral dissertation, Capella University, 2007). Dissertation Abstracts. (UMI No.
3251344)

Norasiah, Nor Risah jamilah, Rosnah (2009). Teknologi Dalam Pengajaran dan
pembelajaran , Penerbitan Multimedia Sdn bhd). Puchong, Selangor.