Abstract:
This study used Differentiated Instructional to improve students‘ performance of cell
division among Senior High School Form Three (SHS 3) students of the Delcam Senior
High School in the Adentan Municipality of the Greater Accra Region of Ghana. Quasiexperimental
research design was used. The sampling technique was census. The
instrument for data collection was the tests (pre-test and pre-test). Student‘s census was
taken of all science students in form three. A Pre-test (Student Knowledge on Mitosis
Test) was conducted to identify students‘ misconceptions related to the subject. The
researcher taught the students using differentiated instruction. A post-test was
administered to the sample. The pre-test elicited several alternate concepts from the
students. This was to prove that students of Delcam SHS have alternate concepts in cell
division (mitosis). The means of the pre-test and post-test were compared using the
paired t-test. The differentiated instruction used was able to improve the performance of
Students at the intervention stage. The post-test (Student Assessment on Mitosis Test)
had 80% pass rate whiles the pre-test had 5% pass rate. There was a significant difference
between the post-test and pre-test scores [t= 11.906: p<0.05]. There was no significant
difference between the scores of the male and female students in the post-test [t=1.4;
P>0.05]. From the research, gender had no effect on differentiated instruction. The study
concluded that differentiated instruction improves students‘ performance in cell division
(mitosis). Since the findings of the study showed that students exposed to the
differentiated instructional in cooperative learning settings performed better in such
learning settings, students should be encouraged to develop social interaction in the use
differentiated instruction. This implies that biology teachers should model their
instructions to enforce student-student interaction in differentiated instruction class.
Description:
A thesis in the Department of Science Education, Faculty of Science Education submitted to the school of Graduate Studies in partial fulfillment of the requirements for the award of the degree of Master of Philosophy (Science Education) in the University of Education, Winneba
DECEMBER, 2022