Pre-test/post-test experiment in the A2 Physics class: 70 of the 130 A2 students were sampled (35 experimental, 35 control) and taught for 16 weeks by the traditional or the differentiated method; reported in Global Social Sciences Review, Vol. IV, No. I (Winter 2019). The text gives the academic year 2017-2018 only.
| Who | Role | Rank | Result |
|---|---|---|---|
| Aitchison College | host institution (study conducted in Aitchison College) |
Photographs appear here when the article that reports the event carries them.
Population comprised all (130) students who were enrolled in the A2 level in Aitcheson College, Lahore in the academic year of 2017-2018
The researcher continued experiment for 16 weeks. Traditional method of teaching was used to teach control group and experimental group was taught via differentiated method of teaching by the researcher himself.
The researcher followed the Bloom Taxonomy while developing pre-test and post-test.
The researcher developed 10 items of knowledge level of the cognitive domain, 10 items of comprehension, 5 items of application, 2 items of analysis, 1 item of synthesis, and 1 items of evaluation level of cognitive domain from Cambridge Reference Book.
By applying simple random sampling technique, 70 students were selected from 130 students of “A” level (Physics) class students.
by using simple random sampling technique, 35 students were randomly selected as experimental and 35 students were selected randomly as a control group.
by using simple random sampling technique, 35 students were randomly selected as experimental and 35 students were selected randomly as a control group.
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.
The teacher who is not familiar with the use of differential method of teaching, it is responsibility of school administrators of education department to organize seminars and workshops to familiar with differentiated teaching technique the teacher for its implementation in the classroom.
Table No.1 shows that the mean of control group in pre-test score is 11.77 and mean of experimental group in pre- test score is 11.89 which show no difference.
In post-test the mean score of control group is 18.54 and in post- test, the mean score of experimental group is 43.69