2025, Vol. 7, Issue 3, Part B

Author(s): Lakhnarayan Kumar Bhagarathi, Andre Indardat, Nicholas De France, Aarif Baksh, Bibi Rafeena Ally-Charles and Chalasa Cossiah

Abstract: This study compares students’ performance using two different instructional methods, the old-fashioned conventional method and the differentiated method in the classroom. The aim was to compare the performance level using the two instructional methods at a particular secondary school in Region 6, Guyana, and to determine whether there was a significant difference between the two methods of teaching and the student’s performance. A total of 40 students were selected from two Grade 8 classes. Twenty students were selected from one Grade 8 class as the control group and were taught via the traditional instructional method. Another group of twenty students was selected from another Grade 8 class to be the experimental group and were taught using differentiated instructional methods. Students from both groups were being taught three Integrated science lessons, after which a test containing 30 items on all three domains of Bloom’s taxonomy was given to both groups of students. A T-test was used to compare the means of student performance between the two groups, and a P-value of less than 0.05 was considered significant. The results from this study showed that an average of 9.8 students passed the test, representing an average percent of 49.0 for the control group, and an average of 10.7 students passed the test, representing an average percent of 53.5 for the experimental group. The experimental group performed better than the control group, but the difference was not significant in the current sample size.

DOI: 10.33545/27068919.2025.v7.i3b.1402

Pages: 103-113 | Views: 102 | Downloads: 47

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