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Differentiation when used in a classroom uses varied instructional techniques and materials to enhance learning for students. Students can be grouped together based on their abilities and interest in order for students to learn. This paper will look at research studies to find out if differentiation truly works for the majority of students.
The Effectiveness of Differentiated Instruction on Student Engagement and Achievement was a study conducted in 2009 by Lepine, Gauthier, McGregor, Merry, Seaman, Walton, and Westcott.
The study was conducted to assess the impact on using differentiated instruction would have on the success of a student. The students who were the subjects in the study were experiencing low achievement and credit attainment. The school only had thirty-eight percent of students receiving all credits (Lepine, Gauthier, McGregor, Merry, Seaman, Walton, & Westcott, 2009). The method was action research for half a semester teachers used traditional lessons. For the next half of the semester the teachers used differentiated lessons. The effectiveness of both lessons was evaluated using quantitative and qualitative assessments. The authors used student surveys, report cards, questionnaires, and anecdotal reflections from the teachers and observers. Classroom climate, resources, students learning styles, and teaching styles were also used. The student produced positive findings. Assessments given after traditional lessons and differentiated lessons produced resul...