8pengajaran kepelbagaian pelajar (kaj.kes) mac 2011

8/7/2019 8PENGAJARAN KEPELBAGAIAN PELAJAR (KAJ.KES) MAC 2011

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PENGAJARAN

KEPELBAGAIANPELAJAR

DISEDIAKAN OLEH SABARINA BINTI OTHMAN


2/21

Tugasan

KAJIAN KES

PELAJAR DIMINTA UNTUK MENGANALISIS ARTIKEL BERBAHASA INGGERIS

YANG BERBENTUK KAJIAN BERKAITAN PENGAJARAN KEPELBAGAIAN

PELAJAR DAN BAGAIMANA ANALISIS BERKAITAN / BERKENAAN DAPAT

DIGUNAKAN UNTUK MENINGKATKAN KUALITI PERANCANGAN PENGAJARAN

MEREKA.

Tajuk

DIFFERENTIATED INSTRUCTIONAL IN THE WORK SAMPLE : A STUDY OF

PRESERVICE TEACHER PRACTICE

Disediakan oleh

AMY LYNN DEE

School of Educational

George Fox University

Dinilai oleh

SABARINA BINTI OTHMAN

(L20092005797)

Disediakanuntuk

DR. SABRI BIN MOHD SALLEH

Pensyarah

KPD 5033

PENGAJARAN KEPELBAGAIAN PELAJAR

UNIVERSITI PENDIDIKAN SULTAN IDRIS

DIPLOMA PENDIDIKAN MARA ( KOHORT III )

Mac 2011


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i

ACKNOWLEDGMENTS

Assalammualaikum w.m.t.

I wishto first ofall thank Almighty God forhisguidanceandenduringstrength. I

also givethanksto myhusband forhissupportandencouragement. Thanksalso to my

lecturer, Dr. Sabri bin Mohd Salleh, forall ofthetimeandassistancehegaveunselfishly

to helpmesucceedandto my committeemembers of KKTM Rembau lecturers, fortheir

clarity, direction, corporationandencouragementto makethisexperiencea lasting one.

I dedicateto my family who encouragedmeto remainsteadfastand completethis life

alteringgoal. Thankyouto all ofyou.


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Title

IMPROVING STUDENTS ACADEMIC ACHIEVEMENT THROUGH

DIFFERENTIATED INSTRUCTION

by

ERNESTINE JOHNSON

ABSTRACT

The No Child Left Behind Act mandates that achievement gap be closed

between African Americanstudentsand their Whiteand Asian counterpartsbyhaving

all studentsmeethigh levels ofproficiency in readingandmathby 2014. Thisstudy

usedTomlinsonstheory ofdifferentiated instruction (DI) to determine iftheknowledge

and application of learning preferences to provide DI would increase student

achievement in a middle school. This quasi-experimental mixed-methods study was

designed to answer two questions involving understanding the difference in

achievementbetweenstudents who are taught with DI and those who are taught with

traditional methods of instructionand teacherperceptions regarding DI and its impact

on student performance in the classroom. A convenience sample included an

experimental group of 30 students who received instructionusing DI strategiessuitable

to their learning styles and a control group of 30 students received instruction with

traditional methods. Pretest and posttest data from the Chicago Public Schools

Reading Benchmark Assessment wereusedto measurethe impact of DI onacademic

achievement. A t-testanalysis showed that there wasno significantdifference in the

achievementbetweenstudents who were taughtusing DI and those who were taught

usingtraditional instruction. Theexperimental classroomteachersperception of DI was

drawn from responsesto asurveyand face-to-face interview wherethe researchertook

notesand codedthe interviewees responses. The qualitativeanalysis indicatedthat DIhasadirect impact onstudentgrowthbecause itallows thestudent to be creative in

demonstrating what they have learned and what product will be used to show

understanding. Thistype ofeducational reformhasthepotential of closingtheacademic

achievement gap and influencing social change in the U.S. educational system by

moving fromtraditional instructional to modernstrategies.


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SAMPLE

A conveniencesample was included:

1. An experimental group of 30 students who received instruction using

defferentiated instructionstrategiessuitableto their learningstyles.

2. A control group of 30 students received instruction withtraditional methods.

3. Elementaryschool teachers of Grade 8 in one Chicago Public School.

SETTING

Chicago Public Schools (U.S)

PROCEDURE OF ACTION RESEARCH

1. First, the researcheruseda convenience-samplemethod. Thismethod resulted

when themore convenientelementaryunits were chosen fromapopulation for

observation. The research site was chosen, without any random mechanism,

because it wasasite familiar to the researcher. This conveniencesamplingdid

not represent the entire population of the school, and only involved two

classrooms of 30 studentseachto defrayanybias.

2. Second, theprocessused to selectparticipants for this research studybegan

with a broad search to identify classrooms within the school. Interviewing the

administration and teachers, the researcher was able to determine the grade

range of seventh and eighth graders. The researcher then used a purposeful

samplingmethod to determine the classrooms to participate in the study. Thismethod was chosenbecause itallowedthe researcherto work withthedataand

selected sites in deliberate ways that lead to a broad review of the learning

communityandthe implementation of DI.


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3. Third, the classrooms identified throughpurposeful sampling were then further

researchedto identify whethertheymetthree criteria; (a) The classroomhadat

least 25 studentsasasamplemeansto testthehypothesis. (b) One classroom

teacher wastrainedandknowledgeable on DI. (c) The researcherhadaccessto

school datashowingachievement levels over 3-years.

4. Fourth, by analyzing reports obtained through the school database for

participating classrooms and reviewing the school report card data, the

researcher identified the two eighth-grade classrooms that met the criteria for

inclusion in the study. These classrooms consisted of 30 African American

students from 12 to 13 years with mixed-ability levels with one teacher per

classroom. Gravetterand Wallnu (2005) wrotethatanysamplesize isacceptable

for a simple t test as long as it is a significant representation of the total

population.

5. Fifth, the researcher wasa full-timemember of thiselementaryschool andhad

served more than 10 years in both an instructional and training capacity as

department chairpersonandmentor to new and first-year teachers. Within this

school district, schools testing schedules were varied and might not be

completed onthesamedayandtime. The researcherdevelopeda well-rounded,

working relationship with other teachers at this school who gave comfort and

professionalismto the researchers roleasan observerandto Groups A and B.

6. Six, prior to the beginning of this study, permission was obtained from the

Walden University Institutional Review Board. After university approval was

received, permission wassought fromtheprincipal andtheparticipatingteachers

andstudents.

7. The pretest-posttest scores from CPSRBA was utilized to provide a numeric

characterization ofmean, median, mode, andstandarddeviationsto measurethe

studentsacademic achievement fortheperiod ofthis 10-weekstudy.


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8. A survey questionnaire designed to gather information from the teacher

regardingpersonal opinionsandknowledge of DI wasalso administered to the

teacher of the experimental classroom. The survey questions were about the

professional developmentactivities that the teacherhadbeen involved in over

thepast 6 months.

9. The CPSRBA is a quarterly assessment used by the Chicago Public Schools

systemto determinestudentgrowth. Thisassessmenthasastable reliability if its

implementation is carefullymaintained.

10.The qualitative questions were addressed by two forms of data. (a) First, the

teacher oftheexperimental classroom wasaskedto submit weekly lessonplans

formeetings whentheteam (theschool administrator, researcher, and classroom

teacher) met to collaborate onspecific strategiesused, what worked, and what

didnot work. (b) Second, the researcher conducted walk-through observationsto

identify strategies for DI and to determine how well the lessons were being

receivedandthestudent interactionsto this intervention.


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DATA COLLECTIONS

In thisstudy, a quasi-experimental mixed-methodsdesign wasused. Thedata

were collected, uponthe receipt ofthe Institutional Review Boardapproval, andsaved

into adatabase ofboth quantitativeand qualitative information. Aftereachpermission

letter was returned, students wereadministeredthe CPSRBA anda Multiple Intelligence

Checklistto determineastudents learningstylepreference.

The experimental Group B of students then received instruction using DI

strategiessuitableto their learningstyles. It wasanticipatedthatthesestrategies would

increase students motivation level and help to keep them focused on the task and

process at hand. The DI continued for 10 weeks. At the end of the study period, a

CPSRBA posttest wasadministeredandthe results calculated.

Thetraditional classroom with Group A students received whole-class instruction,

including lecturingto the whole class, minimal teacher-student interaction, andminimal

grouping or student interactions. At the end of the study period, this class was also

given the CPSRBA posttestand results were calculatedand compared to that of the

differentiated classroom. The results of this test were comparedusingasimple t test

andasignificance level ofp= .05.

The embedded analysis for the qualitative data was to determine if the

professional development activities assisted the teacher in the DI and helped the

students to achievemoreacademically. The collectionand the objective recording of

thisdata ofeach observationprovided corroborationthroughthetriangulation ofall data

collected.

Types ofmethodologythatapplied inthis researchare:

1. A quasi-experimental mixed-methods study was used to explain the

methodology, design study, sample, data collection and analysis that were

utilizedto answerthe central research question.


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2. Pretestandposttestdata fromthe Chicago Public Schools Reading Benchmark

Assessment wereusedto measurethe impact of DI onacademic achievement.

3. The t-test analysis was indicated the significant difference in the achievement

betweenstudents who were taughtusing DI and those who were taughtusing

traditional instruction.

4. The experimental classroom teachers perception of DI was drawn from

responses to a survey and face-to-face interview where the researcher took

notesand codedthe interviewees responses.

5. The qualitativeand quantitativeanalysis indicatedthat DI hasadirect impact on

student growth because it allows the student to be creative in demonstrating

whattheyhave learnedand whatproduct will beusedto show understanding.


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DATA ANALYSIS

Thepurpose of thisstudy was to determine if DI strategies improvedstudents

academic achievement. Thetool that wasusedto testthenull hypothesis (There isno

significantdifference inachievementbetweenstudents who are taught in classrooms

where DI isemployedandthose who aretaught in regular classrooms whereno DI is

employed) wasthe CPSRBA pretest-posttestscores.

The CPSRBA consisted of 45 questions at each grade level. The test was

designedto measureacademic achievement ona quarterlybasis. Thistest wasscored

atthe Educational Testing Centerandthe resultssentto eachschool. The researcher

then presented descriptive statistical measures (mean, standard deviations, and

ranges) forthepretestandposttestadministrations ofthe instrument. A ttest wasthen

calculatedto comparethe quantitativedatausingasignificance level ofp = .05.

The researcher also collected the survey from the experimental classroom

teacher involved in thestudyand constructeda comparison chart to show the results

notedalong withthe consent formsand lessonssubmitted.

Several types of evidence were collected to validate the study data and the

secondary research questionsusing:

1. QUASI-EXPERIMENTAL MIXED-METHODS

y Thisa quasi-experimental mixed-methodsstudy wasused to explain the

methodology, designstudy, sample, data collectionandanalysisthat were

utilizedto answerthe central research question.

y Thismethod wasaskedtwo questions:

(a) What is the difference in achievement between students who are

taught with DI and those who are taught with traditional methods of

instruction?

(b) Whatare theperceptions of teacher regarding DI and its impact on

studentperformance inthe classroom?


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2. PRETEST AND POSTEST ANALYSIS

y Pretest and posttest data was collect from the Chicago Public Schools

Reading Benchmark Assessment wereusedto measurethe impact of DI

onacademic achievement.

y The researcher used a pretest and postest control group design to

comparetheacademic performance of inner-cityseventh- andeight-grade

African Americanmales inapublic elementaryschool withtheacademic

performance oftheir Asianand White counterparts in Chicago, Illinios.

y Approximately 60 students fromtheeighthgrade were organized into two

classrooms of 30 studentsper classroom. The two groups wereselected

using purposeful sampling and had to meet the criteria required forparticipation.

y The average class size in this elementary school was 30 students per

classroom. The culture of these classrooms was that of mixed-ability

students determined by previous test scores. One group participated in

the classroom instructiondesignedto differentiate instruction foramixed-

abilitygroup ofstudentsto enhancestudent learning. The othergroup was

ina regular classroomsetting. The classrooms were randomlyassignedto

treatmentand control groupsbydrawingstudentsnames fromahat.

y In addition, the teacher from the targeted experimental or Group B

classroom in which instruction wasbeingdifferentiatedmet weekly with

the researcher and the schools principal to discuss how DI was being

used in the classroom and how the strategies used affected student

progress.

y The pretest-posttest scores from CPSRBA was utilized to provide a

numeric characterization ofmean, median, mode, andstandarddeviations

to measurethestudentsacademic achievement fortheperiod ofthis 10-

weekstudy.

y Thismethod wasaskedtwo questions ofthe findings:


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(a) The findings of this study present information on strategies that

improvetheacademic achievement ofstudents.

(b) The findings ofthisstudy canhelpteachersto learnmoreabouthow

to identifystudent readinessandto usestudents learningprofilesto

maximize learning and develop learning strategies that address

studentspreferred learningstyle.

3. THE t-TEST ANALYSIS

y The t-test analysis was indicated the significant difference in the

achievementbetweenstudents who weretaughtusing DI andthose who

weretaughtusingtraditional instruction.

y

The analyzing reports obtained through the school database forparticipating classrooms and reviewing the school report card data, the

researcher identifiedthetwo eighth-grade classroomsthatmetthe criteria

for inclusion inthestudy.

y Thesampling were then further researched to identify whether theymet

three criteria; (a) The classroom had at least 25 students as a sample

meansto testthehypothesis. (b) One classroomteacher wastrainedand

knowledgeable on DI. (c) The researcher had access to school data

showingachievement levels over 3-years.

y Thist-Testanalysis wasanswer oftwo hypotheses inthisstudy:

(a) H0: There is no significant difference in achievement between

students who aretaught in classrooms where DI wasemployedand

those who were taught in regular classrooms where no DI was

employed.

(b) H1: There is a significant difference in the achievement between

students who aretaught in classrooms where DI wasemployedand

those who weretaught in regular classrooms wherethere wasno DI

employed.


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4. THE EXPERIMENTAL CLASSROOM TEACHERS PERCEPTION

y The researcherbelievedthat DI wouldbecomethe instrument for creating

effective learning communities where the students felt welcomed,

respected, and safe; and where the expectation was growth and

collaborationbetweenbothstudentsandteachers.

y The researcherdevelopeda well-rounded, working relationship with other

teachers at this school who gave comfort and professionalism to the

researchers roleasan observerandto Groups A and B.

y A survey questionnairedesigned to gather information from the teacher

regardingpersonal opinionsandknowledge of DI wasalso administered

to theteacher oftheexperimental classroom.

y

Thesurvey questions wereabout theprofessional developmentactivitiesthattheteacherhadbeen involved in overthepast 6 months.

y Thismethod wasasked one questionsthatguidedto thisstudy:

(a) How does professional development in DI impact academic

achievement?

5. THE QUALITATIVE AND QUANTITATIVE ANALYSIS

y The researcher interviewingtheadministrationandteachers, to determine

thegrade range ofseventhandeighthgraders.

y The researcherthenusedapurposeful samplingmethodto determinethe

classroomsto participate inthestudy.

y Thismethod was chosenbecause itallowed the researcher to work with

thedataandselectedsites indeliberate waysthat leadto abroad review

ofthe learning communityandthe implementation of DI.

y Theexperimental classroom wasaskedto submit weekly lessonplans for

meetings when the team (the school administrator, researcher, and

classroom teacher) met to collaborate on specific strategiesused, what

worked, and whatdidnot work.

y The researcher conducted walk-through observationsto identifystrategies

for DI andto determinehow well the lessons.


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y The researcher also addressed three secondary questions that were

qualitative innature:

(a) What are the actual practices of DI in an elementary school

classroom?

(b) What are the teachers perceptions of the impact of professional

development on DI?

(c) How does DI stimulateacademic achievement?

y These questionsareansweredbyboth quantitativeand qualitativedata

thathavebeen categorizedandanalyzed.


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FINDINGS AND DISCUSSIONS

Based onthe overall review oftheaction research, thedata were collected, and

the findings wasanalysisas:

1. Thisstudy was to examine the impact of DI in closing theachievementgap

among African American boys and their Asian and White counterparts.

Because of the varied instructional strategies, DI couldhelpstudentsatan

elementary school within the Chicago Public School system use their prior

knowledge and specific learning style to increase respondents academic

achievement.

2. The finding oftheoretical base onthisstudy wasdevided ontwo main ideas.

One is Tomlinson's theory of defferentiated instruments (DI) and other is

providing teachers appropriate and provide professional development for

them to apply DI. The due to the demands that have been placed on the

classroom teacher to close the achievement gap, especially between

students from low-incomeandminority families, teachersmustseekto meet

the requirements ofstudentsdisparateneedsand interests.

3. The purpose for the development of learning communities is to assist the

parents, teachers, andstudents to reach theirmaximumpotential. Teaching

and learning isa facet ofall organizational structures.Thesecondmain ideas

was according to Dantonio (2001), the use, knowledge, and application of

professional development tools, such as mentoring, lesson study, and

coaching, were onthe riseasthe researchersseek waysto increaseteacher

developmentandstudent learning.

4. Thedevelopment ofthe first coachingmodel was intheir intentto developa

meansby whichadministrators, teachers, andparents could collaborate with

oneanother to bestserve thestudents. In other words, they wanted to help

others think. As teachers learnmoreabout themselvesandhow they learn,


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they become more aware of the different ways their students receive and

applyknowledge.

5. The particularly of interest to master teachers and administrators was

highlighted because they are the ones who will train and guide new and

inexperienced teachers in selecting and planning for the greatest student

achievement. When quality differentiation is present, there are ongoing

preassessmentsto determinestudentsneeds.

6. Researchneedspecific strategiestool thatmaybeused forthestudy. These

toolsarespecific strategiesthatthe researcherusesto eithermanipulatedata

or interpretdata.

7. For thisstudy, aprofessional learning refer to the reporteddevelopment for

the subject matter of professional learning (what teachers learn) can be

divided into what the teacher needs to understand in order to prepare for

classroom instructionandthe contenttheymustknow.

8. Methods forplanning forstudentassessmentandsubjectmatterknowledge

will all be pulled together to create useful contextualization that fosters

studentgrowth.

9. The teacher connects previously learned material and the purpose for the

new information; remindsstudents of correlationbetween writtenandsocial

skills, andpresentsabrief overview of whatthestudents will bedoing.

10.The finding for Eight-gradepretest reading results forbothtraditional (Group

A) and experimental (Group B) classrooms was indicated that both group

had increase inacademic achievement, so an independentsamplestest was

conductedto determine if thegrowthgained was causedbythetreatment of

DI andnotsimplybecause ofeffectiveteaching.


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11.There wasnotasignificantdifference in theachievementbetweenstudents

who were taught in the classroom where DI wasemployedand those who

weretaught inthe regular classroom whereno DI wasemployed.

12. However, theequal gain inthescores forbothgroups canbeusedto verifythat teachers and the leadership in this school promote effective and

appropriate instructional strategies inapositive learningenvironment.

13. Certainparts of DI andmulticultural educationareuseful inaddressing the

needs ofstudents fromdiversebackgrounds.

14.Theprofeional developmentat thisschool isdirectly related to instruction.

Theteachers responseto thisstatement wasagainstronglyagree. Theuse

of the DI model began in the general education classroom. Initially, this

application addressed students who were considered gifted but not

sufficiently challenged inthegeneral education classroomsetting.

15. Parentandhomeenvironment iueare important to studentachievement.

The teachers stronglyagreed with this tatementbecause it suggested the

importance ofaneducatedandhighlyproductivepopulation. Whenparentsare involved, it enhances the students confidence and it has been

substantiated by research that students do better when their parents are

supportive, encouraging, and involved withtheirstudents.

16.Theteacheratthisschool also seek learningstrategies from outside ofthis

district. Thi meant that teacher learning needs to respond to an ever

changingstudentbodyandsociety. This is one ofthemost important issues

facingeducational policyandpractice.

17.To ensureeffectiveandappropriate instructional strategies, the leadership of

thisschool leadsthe way inpromotingapositive learningenvironment. It can


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be clearlynotedthatstudentmotivation isamustandthateach childmustbe

guidedto learnandprogress onan individuals level andpace.

18.Theactual practices of DI strategies werebased onthemultiple intelligences

that framedeachstudents learningstyleand wereeffective inallowing the

teacherto teachto a variety of learningstyles, causingacademic growth. This

strategyhasadirect impact onstudentgrowthbecause itallowsthestudent

to be creative indemonstrating whathasbeen learnedand whatproduct will

beusedto demonstrateunderstanding.

19.Theactual practices of DI inelementaryschoolsarenot widelyutilizedbut

canbeeffectivemeans ofachievement forboth studentand teacher when

used properly. Students are highly motivated when they are given

responsibility fortheir own learning. Students learnbetter when theyarenot

kept in a box situation but are allowed to comprehend and react to their

learningbased ontheirpreferred learningstyles.

20. Fromthisstudyalone, teachertrainingand collaboration in DI isa welcomed

andmuchneeded tool to assist teachers inmoving their students forward.

The impact of theprofessional development was viewedasa critical part of

teacherpreparednessandefficiency inusing DI strategies. Some teachers

shyaway from DI because it isperceivedasdifficult lessonplanning. Many

teachersstill prefertraditional instruction.

21. DI gives thestudent freedom to be creativeanddemonstrative inselecting

andproducingproductsthat werebased onthe instructional objectiveandthe

students learningstyle whichmotivatesthestudentsto projectself-identity intheir work.


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SUMMARIZATION

1. To develop successful learners, teachers must ensure that the student

understandstheparticulartaskathand.

According to Fisher and Frey (2008), teachersshouldexplain, not tellstudents

about asinstructionalstrategies (p. 32).

2. All teachers are required to give proof of their teaching success because the

requirements forstandard-based curriculaandassessment forall studentshave

changedthedirection ofeducation reform.

According to Forsten, Grant, & Hollas, 2002) Asetofgoodmodels beingusedfor

meeting these requirements is DI, awareness of universal design for learning,

andmulticulturaleducation.

3. All teachersmuststrugglingto crafttheir instructionto individual studentneeds.

They were trying to provide the right level of challenge forall students in their

class.

According to (Benjamin, 2003) Every teachers were differentiating their

instruction.

4. Profeional development at the school is directly related to instruction and

applicationaddressed students who were consideredgiftedbutnot sufficiently

challenged inthegeneral education classroomsetting.

According to (Tomlinson, 2000) Thediversityinclassroomscame about with the

introduction of inclusion of students with disabilities and because of this the

realityabilities.


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5. The Instruction is must directly related to a student learning preferences

especially in learningstylebecause itsdefinedasthepreferred way of learning

foreach individual.

According to Smutny, 2003; This learning preference, as well as the previous

two, can be tiedtogether to produce aneffectivegroup.

6. Provided a profeional development on various learning activities as

continuouslyprovidedattheschool and playedaneential role. chool leader

couldaccess theseprofeional developmentevents to relay changesneeded

andto offerthetraining requiredto makethese reformsa reality. All staffshould

accessto theseprofessional development.

According to Wright, 1999 ; it wasimportant that allprofessionalsconcernedhad

access to active and systematic professionaldevelopment to achieve such an

understandingand to addre thelearningneedsofallstudents asenvisionedin

the chool-to-WorkOpportunitiesActof1994.


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ii

REFERENCES

Benjamin, A. (2002). Differentiatedinstruction:Aguideformiddle andhighschool

teachers. Larchmont, NY: Eye on Education.

Boyle, B., White, D., & Boyle, T. (2004). A longitudinal study of: WhatmakesProfessional developmenteffective?Curriculum Journal, 15(1), 46-68.

Richardson, D. K. (2007). Differentiatedinstruction:Astudyofimplementation.(Doctoral dissertation, Capella University, 2007). DissertationAbstracts. (UMINo. 3251344)

Norasiah, Nor Risahjamilah, Rosnah (2009). TeknologiDalam Pengajarandanpembelajaran, Penerbitan Multimedia Sdnbhd). Puchong, Selangor.

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