Effect of Differentiated Instruction and 5E Learning Cycle on Academic Achievement and Self-efficacy of Students in Physics Lesson

Abstract

The learning characteristics of each student are different. Differentiated instruction considers individual differences, as such guides the learning journey rather than seeing these differences as a challenge. The purpose of this research was to compare the effects of differentiated instruction and 5E learning cycle in physics classes on the students' academic achievement and self-efficacy. We used the matching - pre-test/post-test - control group design to address the research questions. We conducted the study in three different schools, performed three experiments, and had three control groups. 162 10th grade students participated in the study. We used the ‘Electricity Prior Knowledge Test’, ‘Electricity Achievement Test’, and the ‘Physics Self-Efficacy Scale’ to collect data. SPSS version 20 software was used to analyse the obtained quantitative data. Independent samples t-test was used to determine whether there was a significant difference between the control and experimental group students’ level of prior knowledge regarding the subject of electricity. The analysis of covariance was used to determine whether there was a significant difference between the control and experimental group students’ course achievements after the implementation. Two-factor mixed-measures ANOVA was used to determine whether the experimental and control group students’ pre-test and post-test scores on self-efficacy differed. Based on the results, it can be concluded that differentiated instruction improved the academic achievement of the low- and mid-achieving students. When the self-efficacy scores of the students were analysed, no significant difference was found between the groups. Based on the results of the research, researchers or teachers who want to use differentiated teaching in their classrooms may be recommended to create level groups in the classroom.

Serving Vulnerable and Marginalized Populations in Social and Educational Contexts

“…To optimally support students from CLED populations, it is essential for educators to learn more about CRP and use this knowledge to inform their teaching within the classroom. Garces-Bascal and Elhoweris (2022) emphasized the need for teachers in the field who are committed to CRP and harbor expansive mindsets to begin to counter normative Whiteness and, in turn, make gifted education more equitable. Along with the implementation of CRP attitudes and an increasing of teacher awareness toward culture in the classroom, there must also be changes in behaviors, practices, policies, and procedures to make gifted education more equitable (Ford, 2006;Renzulli and Brandon, 2017;Peters, 2021;Worrell and Dixson, 2021).…”

“…Changes in proximal processes to support education during the COVID-19 pandemic included increased use of technologies, like Learning Management Systems (LMS) and instructional and assessment technologies, and packets of work completed by students at home. Findings revealed changes in proximal processes affected formative assessment, teacher confidence, teacher and student relationships, and differentiated instruction, all factors that support student achievement (e.g., Black and Wiliam, 1998;Hattie, 2008;McCormick and O'Connor, 2015;Grosas et al, 2016;Andersson and Palm, 2017;Engels et al, 2021), and potentially reduce gaps between high achieving and low achieving students (Salar and Turgut, 2021). Formative assessment refers to a wide variety of methods that teachers use to conduct in-process evaluations of student comprehension, learning needs, and academic progress during a lesson, unit, or course (Glossary of Education Reform, 2014).…”

Teaching in the time of COVID-19: A biological systems theory approach

“…Findings revealed changes in proximal processes affected formative assessment, teacher confidence, teacher and student relationships, and 10.3389/feduc. 2022.964492 differentiated instruction, all factors that support student achievement (e.g., Black and Wiliam, 1998;Hattie, 2008;McCormick and O'Connor, 2015;Grosas et al, 2016;Andersson and Palm, 2017;Engels et al, 2021), and potentially reduce gaps between high achieving and low achieving students (Salar and Turgut, 2021). Formative assessment refers to a wide variety of methods that teachers use to conduct in-process evaluations of student comprehension, learning needs, and academic progress during a lesson, unit, or course (Glossary of Education Reform, 2014).…”

Long Distance Lab Affairs: Physics Achievement and Metacognition Effects of Distance Laboratories in a Senior High School in the Philippines

“…Fast growing measures after lab instruction are changes in students' learning constructs such as metacognition and self-efficacy (e.g. Carpendale & Cooper, 2021;Haeruddin et al, 2020;Jones et al, 2021;Salar & Turgut, 2021). Metacognition, mostly defined as one's "ability to think about its own thinking," is the learners' awareness and control in their ways of understanding.…”