The newly developed differentiation approach significantly increased mathematics achievement of gifted students compared with the Program for Noticing Individual Skills.¶
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 6th-grade students taught with the differentiation approach scored significantly higher on current, enriched, and overall objectives than gifted students taught via the Program for Noticing Individual Skills. → 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 in a public school with gifted 6th graders (n = 11) using the Mann–Whitney U test on Tables and Graphics content. The experimental group taught with the differentiation approach outperformed the control group taught via the Program for Noticing Individual Skills on "current objective scores that favored the experimental group (U = .00, p = .00 < .05)". No effect size was reported.
"Looking at Table 1, although there were no significant differences between the current objective scores of the gifted students in the control and experimental groups before implementation (U = 12.50, p = .64 > .05), after implementation, there was a significant difference between current objective scores that favored the experimental group (U = .00, p = .00 < .05)."
Discussion¶
Learner Variables¶
- General Cognitive Ability — moderator: an instructional effect differs with it
Related Claims¶
- The differentiation approach significantly increased mathematics achievement of gifted students compared with the Ministry of National Education curriculum. — related
- The differentiation approach, designed for gifted students, also significantly increased mathematics achievement of non-gifted students. — 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
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