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|a D16.3.M67 2012_MoralesDiana |2 BU-Local |
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|a Effects of differentiated instruction on 11th grade students' knowledge and attitudes toward American History |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2012. |
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|a xiii, 139 leaves ; |c 28 cm |
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|a Barry University Dissertations -- School of Education. |
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|a Thesis (Ph.D.)--Barry University, 2012. |
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|a Includes bibliographical references (leaves 111-125). |
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|a Copyright Diana Lidia Morales. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. |
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|a This pre/post quasi-experimental study investigated the effectiveness of differentiated instruction on the achievement and attitudes of 11th graders, with and without disabilities, toward American history. The study included 107 participants, 10 of whom had documented learning disabilities. All students were given an attitude survey to complete prior to, and at the end of, the study. Students were also administered unit tests before and after each of two American history units were taught. Students in the
experimental group were taught using differentiated instruction, while students in the control group were taught using traditional teaching methods. The results of this study revealed that students’ attitudes did not change from pre- to post- intervention. While both students in the experimental and the control groups showed significant improvement on Unit I, F(l,98)= 90.97, p< .001, no statistically significant differences were found for the interaction of test by group, indicating that groups did not perform differently from each other from pre- to post-test, A(l,98) = .334, p =.57. Significant improvement in test scores were observed for all students on Unit II, F(l,97)= 156.24, p<.00l, and
statistically significant differences were found for the interaction of test by group, indicating that the scores of the experimental group increased significantly more in the post-test than the scores of the control group, F(l,97) =6.89,p < 0l. When looking at the individual scores of students with disabilities, more students in the experimental than in the control group improved their scores on Unit I, Unit II, and the attitude survey. The findings of this study support the current research on the efficacy of using differentiated instruction, particularly for students with learning disabilities. |
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|a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
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|a Barry University Archives and Special Collections. |
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|a History |x Study and teaching (Secondary) |x United States. |
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|a Catholic high schools. |
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|a Students with disabilities. |
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|a Barry University Digital Collections. |
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|a Theses and Dissertations. |
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|a BUDC |c Theses and Dissertations |
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|u http://sobekcmsrv.barrynet.barry.edu/AA00001198/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/11/98/00001/D16_3_M67 2012_MoralesDianathm.jpg |
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|a Theses and Dissertations |
