EFFECTS OF DIFFERENTIATED INSTRUCTION ON COLLEGE STUDENTS' ACHIEVEMENT IN AND ATTITUDE TOWARDS TRIGONOMETRY

Abstract

The study explored the effects of differentiated instruction (DI) on students' achievement in and attitude towards Trigonometry using a quasi-experimental design. Based on the students' identified learning needs, instruction made use of flexible grouping, varied formats (e.g. cooperative learning, group projects, whole-class discussion, peer teaching, experiential learning approach), and various strategies such as compacting, tiering, cubing, choice boards, anchor activities, RAFT, think-tac-toe, think dots, and layered curriculum. Results showed that the students taught using DI had a significantly higher achievement in Trigonometry than those who were taught using the lecture-discussion method. The use of DI did not change the students' attitude towards the subject in the 2-month period of the study. However, the students' learning journals showed that DI provided the students with more positive learning experiences.