Differentiation embedded in a broader program or reform has small to moderate positive effects on primary students' performance¶

Claim · All claims
Evidence · 1 study · quant-synthesis r? · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Using differentiation as part of a broader program or reform had small to moderate positive effects on students' performance. → Deunk 2018

Evidence¶

Deunk 2018¶

Deunk, M. I., Jacobse, A. E., de Boer, H., Doolaard, S., & Bosker, R. J. (2018). Effective differentiation Practices: A systematic review and meta-analysis of studies on the cognitive effects of differentiation practices in primary education. Educational Research Review, 24, 31-54. https://doi.org/10.1016/j.edurev.2018.02.002

q3 · i? · quant-synthesis · r?

Meta-analysis across 21 included studies on differentiation practices in primary education. The synthesis found "using differentiation as part of a broader program or reform had small to moderate positive effects on students’ performance"; no specific effect size value is printed.

"We found that using computerized systems as a differentiation tool and using differentiation as part of a broader program or reform had small to moderate positive effects on students’ performance."

Discussion¶

Related Claims¶

• Using computerized systems as a differentiation tool has small to moderate positive effects on primary students' language and math performance — related
• Between- or within-class homogeneous ability grouping has a small negative effect on low-ability primary students but no effect on other students — related