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Global Social Sciences Review (GSSR)
Vol. IV, No. I (Winter 2019) | Page: 61 – 66
A Comparative Exploration of the Effect of Differentiated Teaching
Method vs. Traditional Teaching Method on Students’
Learning at ‘A’ level
Muhammad Kamran
PhD Scholar, The University of Lahore, Punjab, Pakistan.
Namra Munir
Assistant Professor, Department of Education, The University of
Lahore, Punjab, Pakistan. Email: namra_munir@yahoo.com
Rashid Minas
Wattoo
Assistant Professor, Department of Education, The University of
Lahore, Punjab, Pakistan
This study explores the effect of differentiated teaching method vs. traditional teaching
method on students’ learning at ‘A’ level. It is an experimental research, conducted in
Aitchison College. By applying simple random sampling technique, 70 students are selected as a sample from
the population. Pre-test and post-test are conducted for data collection.
Research investigates, how differentiated method of teaching effects
learners’ academic achievement. The retention level of the students
who are taught via differentiated teaching and traditional teaching
method is. After conducting a post-test, data is analyzed with pair-
sample and independent sample t-test by using SPSS. Analysis shows
that the students taught via differentiated teaching have more power
of retention than the students taught via traditional teaching methods.
The control group perform up to application level while experimental
group perform up to evaluation level of cognitive domain.
Introduction
The recent educational trends have been reflected important changes globally from eras. The non-
native students in English speaking countries have some disabilities due to change in cultural
background, different of interests, learning styles, experiences and strengths. For this the teachers
must have to review their instructional practices and teaching for healthier approach towards
learning and teaching. Owing to this the students get numerous options for getting information
and ideas. The different instructions were made to satisfy a range of learning profiles.
The disabilities regarding learning varies from person to person and it is a common
understanding that students could not enter in the classroom with the same abilities, needs and
experiences. In simple words we can say that, one person have different kind of learning problem
as compare to another. For example, one person may have difficulties in understanding subject
course and about what people are saying, another person may face distress in reading and writing.
There are different factors can varies in a particular class group which may be learning styles,
language ability, background knowledge and some more factors.
There is no doubt, physics signifies to science related courses like pharmacy, agriculture, micro
physics, medicine etc. due to which it maintained a unique position in school, college curriculum.
These disciplines could not be studied without physics. The consideration of curriculum planners
and researchers towards physics has been drawn in school; college curriculum due to these factors
(Kareen, 2003).The performance of physics is still poor within Pakistani students at secondary
school and college level in spite of physics’ popularity. (Ugbaja, et.al 2011)
Now the focus of researchers is to know the grounds of poor performance in physics. It seems
that such poor performance is due to lack of qualified science teachers, absence of science
equipment, overloaded classrooms, ill equipped laboratories and poor teaching techniques (Armed,
2008). It is confirmed that quality of good education depends on teachers and their teaching
methods. (Admins, 2011)
Yahaya (2012), Usman (2009), and Duze (2008) believe that the education standard in
Pakistan is falling day by day. The reason of it is that teachers are not acquainted with the use of
different methods of teaching. Many of the teachers use traditional methods or techniques like
demonstration methods, lecture and discussions. While using these methods the expected result is
not produced yet in learners’ academic achievement. Another distinguished instructional method
Key Words
Differentiated Teaching
Method, Traditional
Teaching Method,
Students’ Learning,
Physics
p-ISSN 2520-0348 | e-ISSN 2616-793X | L-ISSN 2616-793X | DOI: 10.31703/gssr.2019(IV-I).08 | URL: http://dx.doi.org/10.31703/gssr.2019(IV-I).08
Abstract
© 2019 The Author(s). This work is licensed under a Creative Commons
Attribution-NonCommercial-NoDerivatives 4.0 International License