Abstract

• The purpose of this study is to investigate the impact of differentiated instruction on students’ achievement in mathematics at middle school level. Both quantitative and qualitative research methods were conducted to obtain the required data. The design adopted for quantitative study was one of the quasi-experimental designs, non-equivalent control group design. The subjects were (30) Grade Six students from BEHS (Tamarkone) in Wundwin Township, (67) Grade Six students from BEMS (1) in Wundwin Township, (140) Grade Six students from BEHS (1) in Thazi Township and (59) Grade Six students from BEHS (Khetmauk) in Thazi Township. The instruments used in the study were pretest, learning style inventory, posttest, observation checklist and interview questions. Experimental groups were taught with differentiated instruction, while the control groups were taught the same concept using formal method. Students’ mathematics achievement was compared using one-way ANCOVA. The results showed that there were significant differences between middle school students who receive differentiated instruction and those who do not receive it on the scores of mathematics achievements for selected schools. The questionnaires findings showed that Grade Six students have positive attitudes towards mathematics learning through differentiated instruction. The interview findings pointed out that they propounded it is very suitable and valuable instructional design for teaching of mathematics.