Differentiated Instruction in Senior Secondary School: Effect on Students’ Academic Achievement in Geometry

Muhammad Nasiru Murtala, Anas Hussaini Toro, Nazif Umar Dogo, Aisha Abdulkarim

Abstract


This study examined the effect of differentiated instruction strategies on the academic achievement of senior secondary school students in Geometry. The study employed quasi experimental design of pretest, post -test non-randomized and non-equivalent control group. Two research questions and two hypotheses were used in the study. The population of the study consisted of all 24 public senior secondary schools in Bauchi metropolis with a total of 33,880 students. A simple random sampling technique was used to select two schools (80 control, 86 experimental). The experimental group was taught geometry using differentiated instruction, while the control group was taught using conventional method. The instrument used for data collection was Geometry Achievement Test (GAT). The validity of the instrument was obtained by given to experts from mathematics education and measurements and evaluation and their observations were effected accordingly. The reliability of the instrument was determined by pilot testing the instrument on selected sample of schools that were not located within the area of the study on two different occasions, 0.72 reliability coefficient was obtained. Descriptive statistics and inferential statistics were used for data analysis at 0.05 level of significant. The results showed that teaching using differentiated instructional improved students’ achievement in geometry. It was recommended that teachers should use differentiated instructional strategies to enhance teaching and learning of mathematics in schools.


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