The differentiation approach significantly increased mathematics achievement of gifted students compared with the Ministry of National Education curriculum.¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2015 · checked against its sources 2026-11-03 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Gifted 5th-grade students in a private school taught with the differentiation approach scored significantly higher on overall, current, and enriched objectives than gifted students taught with the Ministry of National Education curriculum. → Altintas 2015
Evidence¶
Altintas 2015¶
Altintas, E., & Ozdemir, A. S. (2015). Evaluating a Newly Developed Differentiation Approach in Terms of Student Achievement and Teachers' Opinions. Educational Sciences: Theory & Practice. https://doi.org/10.12738/estp.2015.4.2540
q2 · i? · causal · r1
A quasi-experimental comparison with gifted 5th graders in a private school (n = 27) on Tables and Graphics content. After implementation, the differentiation-approach group outperformed the national-curriculum group on all three objective types, with the article reporting "a significant difference ... that favored the experimental group". No effect size was reported.
"However, after implementation, there was a significant difference between the students' overall (U = 5.50, p = .00 < .05), current (U = .00, p = .00 < .05), and enriched (U = 38.50, p = .01 < .05) objective achievement test scores that favored the experimental group."
Discussion¶
Learner Variables¶
- General Cognitive Ability — moderator: an instructional effect differs with it
Related Claims¶
- The differentiation approach, designed for gifted students, also significantly increased mathematics achievement of non-gifted students. — related
- The newly developed differentiation approach significantly increased mathematics achievement of gifted students compared with the Program for Noticing Individual Skills. — related
- The differentiation approach significantly increased mathematics achievement of gifted students compared with the Purdue model. — related
- A differentiated mathematics program significantly increased the mathematics attitudes of fifth-grade gifted students from pre-test to post-test — related
- Post-test mathematics attitude scores did not differ significantly between the differentiated-instruction and control groups — related
- Traditional (regular-curriculum) instruction did not significantly change gifted students' mathematics attitudes, with descriptive scores decreasing — related
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