Differentiated instruction reduced the experimental group's score standard deviation (6.30 to 4.73) while the control group's stayed nearly unchanged (6.44 to 6.47)¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The experimental group's standard deviation fell from 6.30 to 4.73 after differentiated instruction, whereas the control group's remained nearly unchanged at 6.44 to 6.47. → Magableh 2020

Evidence¶

Magableh 2020¶

Magableh, I. S. I., & Abdullah, A. (2020). On the Effectiveness of Differentiated Instruction in the Enhancement of Jordanian Students' Overall Achievement. International Journal of Instruction, 13(2), 533-548. https://doi.org/10.29333/iji.2020.13237a

q2 · i? · causal · r1

Descriptive comparison of pre/post standard deviations in the same quasi-experimental study; the article states the change "indicates that differentiated instruction reduced classrooms diversity to be more homogeneous". No inferential test of the SD change is reported.

"the standard deviation of the experimental group before the onset of the treatment was 6.30 and after the experiment was reduced to 4.73. This change in the standard deviation indicates that differentiated instruction reduced classrooms diversity to be more homogeneous"

Discussion¶

Related Claims¶

• Form-focused instruction reduced individual variation in performance, with standard deviations in both experimental groups dropping markedly more than in the control group — related
• The treatment did not level out inter-subject differences and made the treatment group more diverse in second conditional performance — related