Rima International Journal of Education (RIJE)

ISSN Print: 2756 – 6749

Rima International Journal of Education

Rima International Journal of Education was founded in January 2021 by the Faculty of Education of Sokoto State University. CALL FOR PAPER: The Editorial Board of RIJE wishes to invite scholars across the globe to submit their articles for consideration for publication in the Volume 3, Issue 2, to be published in November 2024

Effect of Differentiated Instruction in Teaching Anti-Derivative Functions Concept on Polytechnic Students’ Academic Performance

Effect of Differentiated Instruction in Teaching Anti-Derivative Functions Concept on Polytechnic Students’ Academic Performance

Muhammad Sani Abdurrahman, Mukhtar Muhammad Sani and Bayaro Aliyu
Department of Mathematics, Waziri Umaru Federal Polytechnic Birnin Kebbi e-mail: abdurrahman@wufpbk.edu.ng

Abstract

The concept of anti-derivative function is used in many areas including applied problems in different disciplines. One of the most important approaches for anti-derivative teaching is differentiated instruction (DI) because it makes teachers to proactively modify curricula, teaching methods, resources, and learning activities in order to maximize the learning opportunities as well as address student diversity. A quasiexperimental design was used in which all ND II students offering Calculus for Science (STP 213) constituted this study’s population with 100 students randomly sampled. A self-developed pre-test and posttest were used as the research instrument which are validated by experts. The instruments were pilot tested and were found reliable using Cronbach’s alpha ( ). Mean, SD, and t-test were used to statistically
analyze the results. The findings revealed that polytechnic students’ understanding of the concepts of antiderivative functions can be improved through differentiated instruction. Furthermore, gender was discovered to have a significant impact on polytechnic students regarding their post-test scores. It is recommended among other things that teachers should explore the use of differentiated instruction frequently.

Keywords

Anti-derivative functions, differentiated instruction, polytechnic students

Keywords

Abdurrahman, M. S. and Garba, I. M. (2014). Influence of Laboratory Activities and Peer Tutoring on Slow-Learners Achievement and Retention in Senior Secondary School Trigonometry, Kebbi State Nigeria. International Journal of Advance Research, 2 (12): 1-17.

Alice, A. S. (2011). Hand book of differentiated instruction for middle and high school. Larchmant, NY: Eye on Education Inc.

Baba, T. Y. (2021). Promoting technological and economic innovation in post-COVID 19: The role of the polytechnic education. 8th ASUP annual national conference held at Waziri Umaru Federal Polytechnic Birnin Kebbi, from 16th – 18th November, 2021.

Beecher, M. and Sweeny, S. (2008). Closing the achievement gap with curriculum enrichment and differentiation: One school’s story. Journal of advanced academics, 19 (3): 502-530.

Borji, V., Alamolhodaei, H. and Radmehr, F. (2018). Application of the APOS-ACE theory to improve students’ graphical understanding of derivative. EURASIA journal of mathematics, science and technology education; 14 (7): 2947-2967. https://doi.org/10.29333/ejmste/91451