Abstract:
The purpose of this study was to improve senior high school students' academic
performance in selected Integrated Science concepts through differentiated
instruction. The study was done in Ghana National College, Cape Coast-Ghana. The
study adopted an action research design with an intervention covering four weeks, and
utilised the purposive sampling technique to select an intact form two General Arts
class of thirty-four (34) students for the research. The study sought to answer three
research questions: 1. What is the effect of differentiated instruction on the academic
performance of SHS students in selected Integrated Science concepts? 2. What is the
differential effect of differentiated instruction on the academic performance of the
male and female SHS students? 3. What are the views of SHS students on the use of
differentiated instruction in the teaching and learning of Integrated Science? Data
were gathered using achievement tests (ISPT) and questionnaire (DIVQ), and
analysed using descriptive and inferential statistics. The findings of the study
indicated that students exhibited a notable improvement in academic performance
from the pre-test (Mean= 7.94) to the post-test (Mean= 24.29). The t-test analysis
revealed a statistically significant difference between the pre-test mean score and the
post-test mean score (p = 1.09E-18, sig. at 0.05). Also, the findings revealed that
differentiated instruction had a positive and equitable effect on the academic
performance of both male (Mean= 24.74) and female (Mean=23.73) senior high
school (SHS) students in Integrated Science. The t-test analysis of the post-test scores
revealed no statistically significant difference between the mean academic
performance of the male and female SHS students after being taught with
differentiated instruction (p= 0.5, not sig. at 0.05). Moreover, the findings of the study
revealed that SHS students have overwhelmingly positive views on the use of
differentiated instruction in the teaching and learning of Integrated Science. In light of
these findings, it was recommended that Integrated Science teachers should consider
incorporating differentiated instruction strategies to improve student learning
outcomes. Teachers are urged to master various instructional methods and actively
seek feedback for continuous improvement. Also, policymakers and educators should
collaborate to promote widespread adoption of differentiated instruction, recognizing
its positive impact. Support and resources for teacher training in differentiated
instruction are recommended, with a focus on professional development programs.
Furthermore, government and educational bodies should sponsor workshops and
seminars, while curriculum planners are advised to incorporate differentiated
instruction in developing the Integrated Science curriculum. Additionally, publishers
are encouraged to produce textbooks using the differentiated instruction format.
Description:
A Thesis in the Department of Science Education,
Faculty of Science Education, submitted to the School
of Graduate Studies, in partial fulfilment of
the requirements for award of the degree of
Master of Philosophy
(Science Education)
in the University of Education, Winneba
DECEMBER, 2023