Differentiated instruction improves interest, cognitive engagement and achievement in Chemistry
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Abstract
It is well known that differentiated instruction (DI) improves learning outcomes for students. However, few studies have analysed the simultaneous effects of differentiated instruction on interest, cognitive engagement and performance in Chemistry, particularly in relation to different levels of achievement. Therefore, this study investigated the effects of DI on interest, cognitive engagement and performance among high- and low-achieving students in Chemistry. Guided by two research questions and their corresponding hypotheses, the study employed a quasi-experimental pre-test-post-test design with a non-equivalent control group comprising 124 secondary school Chemistry students. The Chemistry Interest Scale (CIS), the Cognitive Engagement in Chemistry Scale (CCES) and the Chemistry Achievement Test (CAT) were validated and used to collect data. Quade’s ANCOVA and the adjusted mean were used for data analysis. The results showed that DI was significantly more effective than the lecture method in increasing students’ interest, cognitive engagement and performance. Furthermore, it was observed that DI benefits high- and low-achieving students equally. Therefore, it is recommended that DI be adopted in secondary school Chemistry classrooms to effectively support diverse student populations and improve key learning outcomes across all performance levels.
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