THE EFFECT OF DIFFERENTIATED INSTRUCTION APPROACH ON ACADEMIC ACHIEVEMENT OF STUDENTS: A META-ANALYSIS STUDY

Abstract

Author(s): ?ehide ARSLANHAN M. Akif SZER

In this research, a meta-analysis study is conducted to deternine the effect sizes of the quantitative studies that examined the effectiveness of the differentiated instruction on the academic achievements and whether this effect differs significantly from the pu1blication type, course type, education level and sample size of the study. Therefore a literature survey is carry out in Turkey between 2008 and 2018. After the literature review, total 19 Master's and doctoral dissertation studies are include in meta-analysis with statistical data appropriate to the research problem related to the impact of differentiated instruction on the academic achievements of the students. In this study, "Hedges' d" was used in effect size. When looking at the effect size of the studies included in meta-analysis, positive effect size is observed in all 19 studies. As a result of the meta-analysis, it has been determined that the differentiated instruction has a positive effect on the academic achievement of the students.

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