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- W2187165150 abstract "Mathematics is the base for all technologies in the world. Achievement in mathematics has caused deep concern in many countries over the years. In Kenya, mathematics is compulsory at primary and secondary school level. Boys and girls have different learning and behavior management needs hence the need to differentiate for those needs through use of instructional methodologies tailored to meet the gender needs. The purpose of the study was to investigate the effectiveness of differentiated instruction on students’ achievement in mathematics by gender in secondary schools in Meru County in Kenya. The study sought to determine whether there was a difference in achievement by gender when students were instructed using differentiated instruction approach. The study employed the Quasi-experimental design and in particular Solomon Four-Group design. Simple random sampling technique was used to select the participating schools. The research instrument used was the Mathematics Achievement Test. Descriptive statistics and inferential statistics were used for data analysis. From the study there was evidence that when students were taught using differentiated instruction, gender did not affect their achievement in mathematics. The findings of this study may contribute to the knowledge base for differentiated instruction and a foundation for future studies." @default.
- W2187165150 created "2016-06-24" @default.
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- W2187165150 date "2015-01-01" @default.
- W2187165150 modified "2023-09-27" @default.
- W2187165150 title "The Effects of Differentiated Instruction on Students Achievement in Mathematics by Gender in Secondary Schools in Meru County in Kenya" @default.
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