Improving Senior High School students’ academic performance in selected concepts in Integrated Science through differentiated instruction

Abstract

The purpose of this study was to improve senior high school students' academic performance in selected Integrated Science concepts through differentiated instruction. The study was done in Ghana National College, Cape Coast-Ghana. The study adopted an action research design with an intervention covering four weeks, and utilised the purposive sampling technique to select an intact form two General Arts class of thirty-four (34) students for the research. The study sought to answer three research questions: 1. What is the effect of differentiated instruction on the academic performance of SHS students in selected Integrated Science concepts? 2. What is the differential effect of differentiated instruction on the academic performance of the male and female SHS students? 3. What are the views of SHS students on the use of differentiated instruction in the teaching and learning of Integrated Science? Data were gathered using achievement tests (ISPT) and questionnaire (DIVQ), and analysed using descriptive and inferential statistics. The findings of the study indicated that students exhibited a notable improvement in academic performance from the pre-test (Mean= 7.94) to the post-test (Mean= 24.29). The t-test analysis revealed a statistically significant difference between the pre-test mean score and the post-test mean score (p = 1.09E-18, sig. at 0.05). Also, the findings revealed that differentiated instruction had a positive and equitable effect on the academic performance of both male (Mean= 24.74) and female (Mean=23.73) senior high school (SHS) students in Integrated Science. The t-test analysis of the post-test scores revealed no statistically significant difference between the mean academic performance of the male and female SHS students after being taught with differentiated instruction (p= 0.5, not sig. at 0.05). Moreover, the findings of the study revealed that SHS students have overwhelmingly positive views on the use of differentiated instruction in the teaching and learning of Integrated Science. In light of these findings, it was recommended that Integrated Science teachers should consider incorporating differentiated instruction strategies to improve student learning outcomes. Teachers are urged to master various instructional methods and actively seek feedback for continuous improvement. Also, policymakers and educators should collaborate to promote widespread adoption of differentiated instruction, recognizing its positive impact. Support and resources for teacher training in differentiated instruction are recommended, with a focus on professional development programs. Furthermore, government and educational bodies should sponsor workshops and seminars, while curriculum planners are advised to incorporate differentiated instruction in developing the Integrated Science curriculum. Additionally, publishers are encouraged to produce textbooks using the differentiated instruction format.