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Increasing performance by differentiated teaching? Experimental evidence of the student benefits of digital differentiation
Author(s) -
Haelermans Carla,
Ghysels Joris,
Prince Fernao
Publication year - 2015
Publication title -
british journal of educational technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.79
H-Index - 95
eISSN - 1467-8535
pISSN - 0007-1013
DOI - 10.1111/bjet.12209
Subject(s) - differentiated instruction , class (philosophy) , mathematics education , differential effects , repetition (rhetorical device) , differential (mechanical device) , individualized instruction , psychology , teaching method , computer science , biology , engineering , endocrinology , linguistics , philosophy , artificial intelligence , aerospace engineering
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 N etherlands. 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.