Document page
A Comparative Exploration of the Effect of Differentiated Teaching Method vs. Traditional Teaching Method on Students Learning at A levelPDF 4
6 pagesrevision 4860
PDF 4
Page image rendered from the stored file at 110 dpi; it sharpens as you zoom. Outlines are placed from each region’s stored position on the page (504 × 684 pt).
readable
Source of this text: embedded text layer. The better of the embedded text and OCR is kept.
Muhammad Kamran, Namra Munir and Rashid Minas Wattoo
64
Global Social Sciences Review (GSSR)
The table No.3 shows comparison of level wise performance of students of experimental and control groups. In
pre-test, the items which were developed knowledge level, majority of the both groups managed to solved, while
only few students of the both groups managed to solve comprehension level item in the question paper and no one
managed to solve application, analysis, synthesis and evaluation level items in the pre-test questionnaire.
In the post-test which was conducted after 3 months treatment, 86% of the control group’s students were
managed to solve knowledge level items in the question paper while 100% of the experimental group’s students
managed to solve, 23% of the control group’s students were managed to solve comprehension level items while
100% of the experimental group’s students managed to solve comprehension level items in the question paper.
Only 9% of the control group’s students were managed to solve application level items while 100% of the
experimental group’s students managed to solve application level items in the question paper. No one students of
the control group managed to solve analysis, synthesis, and evaluation items in the question paper while 57%
experimental group’s students managed to solve analysis level items, 51% synthesis level items and 34% of the
experimental group’s students managed to solve evaluation level items in the question paper of the post-test. It is
concluded that the student who were taught via differentiated teaching method performed “excellent” in
knowledge, comprehension and application levels and performed “very good” at analysis, performed “good’ at
synthesis level, and performed “average” at evaluation level. So, it is say that students of experimental group had
highest level of retention power than the control group.
Conclusion and Discussion
In this study the researcher only tried to explore the effect of differential method of teaching on students’ learning.
So, conclusion drawn from the findings which arise from the analysis, it is concluded that that It is concluded that
concluded that all students have almost same power of retention in pre-test regarding subject of Physic. It means
all students who participated in research had almost same power of retention in the domain of knowledge and
performed good in the domain knowledge, perform average in the domain of comprehension, and application. It is
noted that as level of learning domain in being increase, the performance of students on pre-test in being decreased
as “very good” to “average” because in the domain of knowledge, students perform “very good” while as level
increase as comprehension, and application, they perform “Average” in these domains. But all students achieved
“Zero” score in the domain of analysis, synthesis, and evaluation on pre-test which shows that they had little ability
to solve these level of question of the subject of physics. But after conducting experiment, it was noted that in the
post-test, the students who were taught via differential method of teaching get higher as compare to control group.
So, it is proved that the students who were taught via differential method of teaching had high level of retention
power of physics subject. Moreover, majority students of the control group got “average score” in the domain of
knowledge, perform “good” in the domain of comprehension, average in the domain of application but perform
“Zero” in the domain of analysis, synthesis, and emulation while majority student of the students who were taught
via differential method of teaching got “Very good score” in the domain of knowledge, “excellent score” in the
domain of comprehension, and application, “very good” in the domain of analysis, and “good” in the domain of
synthesis, and evaluation. It reveals that the students who were taught via differential method of teaching had high
level of retention and are able to solve question of the all levels of cognitive learning domain from knowledge to
evaluation level of the subject of Physics while the student s who taught via traditional method of teaching had the
ability to solve question of knowledge, comprehension, and hardly application of the cognitive learning domain,
and concluded that differential method of teaching play more potential role in the learning of Physics as compare
to other method of teaching.
On the other hand, it could be said that differentiated method of teaching is more effect than the traditional
or any other method of teaching because traditional method of teaching develop the ability in the students who
just able to solve the question which are knowledge, comprehension and application levels while differential method
of teaching develop such ability in the student which enable them to solve questions not only knowledge,
comprehension and application levels but also solve analysis, synthesis, and evaluation levels. It was found in the
present research that the students who were taught through traditional method of teaching perform “very good” in
the domain of knowledge, perform “good” in the domain of comprehension, and perform “average” in the domain
of application. It is notable that as learning level is being increase, the performance of the students who were taught
via traditional method of teaching in being decreased as the level of learning is being increase. On the other hand,
the students who were taught via differential method of teaching perform “very good” in the domain of knowledge;
perform “excellent” in the domain of comprehension, and application; perform “very good” in the domain of
analysis, and perform “good” in the domain of synthesis, and evaluation. Therefore, differential method of teaching
is more effective as compare to traditional or any other method of teaching. Therefore it is recommended that
overall all teachers should and the teachers who teach Physics subject in particular, should teach via differentiated