Differentiated instruction strategies in a disparate classroom: an action research project

Abstract

This study reports the effects of differentiated instruction strategies on writing performance in a mixed-proficiency classroom. It also considers student perceptions of the instruction strategies utilized. A group of 36 male (n=15) and female (n=21) students were instructed on 3 differentiated instruction strategies for writing assignments. After 6 weeks of intervention, results of the t-test illustrate a significant effect of the treatment on the mean scores for the experimental group. (t = 2.790, p = 0.008), meaning a medium effect size (d=0.44). The students‟ responses to the perception open-ended survey indicated a positive reception of picture series (as advantageous for text recount) and choice boards (as useful to motivate students based on freedom of choice of level proficiency, format, task, topic, etc.)