Effects of Differentiated Instructional Techniques on High School Biology Academic Achievement
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Thesis Akina 2017-18 All.pdf
Akina, Susan L.
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The purpose of this study was to investigate if consistent use of differentiated instruction techniques, including differentiated vocabulary and reading strategies, would improve student performance on a common summative assessment in Biology. This study was conducted with high school freshman in a southeastern Wisconsin urban high school. All students that were freshman and enrolled in 9th grade Biology participated in this study. Three years of data were used from 2014-15 (pre-treatment group/control) and 2015-16 & 2016-17 (post-treatment groups) to observe if test scores increased after the use of differentiated vocabulary and reading strategies. The researcher performed an analysis of variance (ANOVA) and two tailed t-test to determine if there was a difference among group means between pre-treatment (2014-15) and post-treatment groups (2015-16 and 2016-17). The results show that the use of the chosen techniques did have a significant impact on test scores overall and specifically in the area of vocabulary retention.