Action Research Paper Format

Action Research Paper Format-36
Additionally, DI presents an effective means to address learner’s variance which avoids the pitfalls of the one-size-fits-all curriculum.

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She also she wanted to know the effect of this method on the academic performance of the pupils from results of the diagnostic and achievement test. Two groups were taught the same lessons for one week.

This study determined the effectiveness of conducting DI to Grade Four English class. What is the performance of the two groups of respondents in the pretest? The control group was taught using the single teaching with similar activities approach while the experimental group was taught using DI with three sets of activities and three sets of evaluation and facilitation for the three groupings of pupils for the one-week duration.

This means that the pupil’s grouping are mixed as to their abilities.

Tomlinson (2009) claimed that pupil’s differences should be addressed and the two groups became an ideal grouping for which the experiment was conducted concerning DI. Performance of the Two Groups of Respondents in the Achievement Test (Posttest)Table 2Pretest Results of the Control and the Experimental Groups Prior to the Experiment The level of performance of the two groups in the posttest is presented in Table 2.

The results of the pretest and the posttest were compared to determine whether using DI is effective or not.

Data Gathering After seeking the approval from the principal, the teacher-researcher started the experiment for a week.Table 1Pretest Results of the Control and the Experimental Groups Prior to the Experiment The variance results of 4.06 and 3.56 are not that big which signify that both classes are heterogeneous; meaning the pupils were of differing level of intelligence.This is indeed a good baseline since the results suggest that the two sections included in the study are almost the same in the manner that the scores are scattered.Stravroula (2011) conducted a study in investigating the impact of DI in mixed ability classrooms and found out that the implementation of differentiation had made a big step in facing the negative effects of socio-economic factors on students’ achievement by managing diversity effectively, providing learning opportunities for all students.The positive change in students’ achievement had shown that differentiation can be considered as an effective teaching approach in mixed ability classrooms. Is there a significant difference between the pretest scores of the control and experimental group? Is there a significant difference between the posttest scores of the control and experimental group? Is there a significant difference between the pretest and posttest scores of the control and experimental group?The curriculum aims that pupils are given an opportunity to build upon their prior knowledge while utilizing their own skills, interests, styles, and talents.However, teachers find difficulties in teaching different kinds of pupils with different intellectual capacities, talent or skills, interest, and learning styles especially in heterogeneous groupings of pupils.Furthermore, Servilio (cited by Robinson, 2014) studied the effectiveness of using DI to motivate students to read and found out that an average of 83.4% of the students’ grades improved in reading, 12.5% remained the same, and 41% of the grades decreased. The following null hypotheses were tested at 0.05 level of significance.As educator, the teacher-researcher was motivated to conduct this action research on the effectiveness of DI in teaching English on Grade Four pupils for a week-long lesson. What is the performance of the two groups of respondents in the posttest? This action research utilized the experimental design since its main purpose was to determine the effectiveness of DI and its possible effect to the mean gain scores on achievement of pupils on a one-week lesson in Grade 4 English.Additionally, Butt and Kusar (2010) stated that it is an approach to planning, so that one lesson may be taught to the entire class while meeting the individual needs of each child.According to Tomlinson (2009), DI as a philosophy of teaching is based on the premise that students learn best when their teachers accommodate the differences in their readiness levels, interests, and learning profiles.

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