Farklılaştırılmış Öğretimin İngilizce Dersinde Akademik Başarıya Etkisi

Abstract

The aim of this study is to investigate the effects of differentiated teaching on academic achievement in seventh-grade English courses. For this purpose, lesson plans were prepared in accordance with the differentiated instruction for the achievement of the Celebrations theme, the sixth-grade sixth unit. In the research, a semi-experimental pattern with a pretest-posttest control group was used. The learning profiles of the students were examined before the teaching was differentiated. During the experimental process, while the content, process and product items were differentiated in the group where differentiated instruction was applied, the current education continued in the group where the non-intervention program was applied. 54 students attending secondary schools with similar characteristics in Malatya province of 2018-2019 academic year constitute the experimental group in which the differentiated education was applied and the control group in which the non-interfering education program is applied. The celebrations theme achievement test was applied to both groups as a pre-test before the experimental process and as a post-test after the teaching. In the research, a significant difference was found in favor of the posttest in the academic success of students in both experimental and control groups. There is also a significant difference between the posttest scores of the two groups. Accordingly, while both teaching was effective in increasing academic achievement, differentiated teaching was more effective than non-interfering teaching programs. Due to these results, it has been suggested that differentiated instruction can be used to increase academic success in Celebrations theme teaching.