The study discusses the effect of differentiated instruction in the teaching and learning of Loci Construction in secondary school Mathematics. It includes background information and details on a differentiated unit on Loci Construction. The purpose of the study is to determine if differentiated instruction can enhance students’ problems solving skills. Thirteen (13) students of Government Secondary School, Bwari, Federal Capital Territory Abuja, Nigeria, who belong to the very weak group are the subjects. Before the lesson on Loci Construction, the students were given pre-test using questions from past West African School Certificate Examination (WAEC) question papers to assess the students’ knowledge of this topic. The pre-test items were drawn in such a way that the first four levels of Bloom’s Taxonomy: knowledge, comprehension, application, and analysis would be tested. Other questions were also included that asked students to self-report preferred learning style and the students confidence in solving problems bothering on Loci Construction. An assessment of students’ achievement on Loci Construction before and after differentiated lesson on the topic was done using two-sample paired t-test. The result revealed a significant increase in the students’ problems solving abilities Also, students’ responses to the survey questions (pre and post), to assert their interest about the differentiated lesson was analyzed using two-sample paired t-test, but this showed no significant increase in their interest. The test results suggest that the students after receiving the differentiated lesson did better. Interestingly, further analysis revealed a statistical significant increase in the girls’ problems solving skills but not in the boys.
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