Improving Academic Achievement of Pupils in Basic Science and Technology: Differentiated Instruction as the Panacea
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Date
2022
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International Journal of Academic and Applied Research (IJAAR)
Abstract
The study investigated the effect of differentiated Instruction on pupils' academic performance in Kwara State. The study made use a pretest posttest control group quasi-experimental research design. Two (2) government primary schools were randomly selected to participate in the study. One validated and reliably tested research instrument titled 'Achievement Test Basic science and Technology (ATBST) was used. Three (3) research hypotheses were tested with Analysis of Covariance (ANCOVA). The findings of the study revealed that treatment had significant effect on pupils' academic performance (F (1; 84) = 1795.319, P < 0.05) in basic science and technology. However, gender (F (1; 84) =.002; P > 0.05) did not have significant effect on pupils' academic performance. And Finally, The interaction of treatment and gender did not have any significant effect on pupils' academic performance (F (1; 84) =.541; P > 0.05). It was concluded that differentiated instruction can improve academic performance of pupils. It was suggested that instructors be trained in the use of differentiated instruction.