Differentiated Instruction in Mathematics Achievement: Validating Mckenzie’s Domain of Multiple Intelligences
DOI:
https://doi.org/10.54536/ajet.v5i1.6544Keywords:
Differentiated Instruction, Mathematics Education, Mathematics, McKenzie’s Domain of Multiple IntelligencesAbstract
This study was conducted to determine the effect of using McKenzie’s domain of multiple intelligences as a way of validating differentiated instruction in response to mathematics achievement. This study used the nonequivalent control group design. The instruments used in this study is a 90-item adopted Multiple Intelligence test and a 30-item teacher-made test for the topics on The Embodiment of Circles and Introduction to Coordinate Geometry. The difference between the pre-test and post-test of the experimental and control groups is generally not significant. Although the study failed to reject the null hypothesis stating that there is no significant difference of the mean gain scores of the experimental and control groups, the increase of the mean gain scores of the experimental and control group implies that there is a positive development in the math achievement of the students if differentiated instruction is applied when students are grouped according to McKenzie’s domain of intelligences. Appropriate assessment must be employed when applying differentiated instruction to identify the student’s dominant domains of intelligences. Moreover, although the traditional technique had a positive impact in the mathematical achievement of students, varied use of techniques may also be implied to address their needs. The differentiated instruction by McKenzie may significantly impact students’ academic performance; therefore, it should be encouraged.
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