Date of Award/Publication

2008

Document Type

Thesis

Degree Name

MS in Mathematics, Science, and Technology Education

Abstract

The purpose of this study is to determine the effect of pedagogy on a students' performance on their formal assessment at the end of a unit. In the literature review direct instruction and differentiated instruction are compared and contrasted as the articles are synthesized to offer insight on the opposing views of instruction. In this study two classes were taught the same content for a unit; one class was taught by direct instruction while the other class was taught via differentiated instruction. Results indicated that students can be successful in learning the content no matter which method was used to convey the content. Nevertheless there were still some contrasting results found within different factions of the students.

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