The differentiation approach, designed for gifted students, also significantly increased mathematics achievement of non-gifted students.¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2015 · checked against its sources 2026-11-03 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Non-gifted 6th-grade students taught with the differentiation approach scored significantly higher on current and enriched objectives than non-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 non-gifted 6th graders in a public school (n = 60) on Tables and Graphics content. The differentiation-approach group outperformed the national-curriculum group on both current and enriched objective scores, with "a significant difference ... that favored the experimental group". No effect size was reported.

"However, after implementation, there was a significant difference between the non-gifted students' current (U = 1.00, p = .00 < .05) and enriched (U = .50, p = .01 < .05) scores in the control and experimental groups that favored the experimental group."

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 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