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ERIC Number: EJ1077682
Record Type: Journal
Publication Date: 2015-Nov
Pages: 14
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0007-1013
Increasing Performance by Differentiated Teaching? Experimental Evidence of the Student Benefits of Digital Differentiation
Haelermans, Carla; Ghysels, Joris; Prince, Fernao
British Journal of Educational Technology, v46 n6 p1161-1174 Nov 2015
This paper explores the effect of digital differentiation on student performance using a randomized experiment. The experiment is conducted in a second year biology class among 115 prevocational students in the Netherlands. Differentiation allowed students in the treatment group to work at three different levels. The results show that there is a significant effect of digital differentiation on the posttest score. This effect is robust to adding covariates such as students' ability, grade repetition, age, gender, class and average neighborhood income. There are no differential effects when dividing students in three groups, by ability. The results imply that differentiation in large classrooms is possible and beneficial for all students, once done digitally.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands