Investigating the effects of differentiated instruction implemented in 4th grade English classess on various variables: A mixed methods study

This study aimed to investigate the impact of differentiated instruction on 4th-grade students' academic achievement in English, attitudes toward the course, perceptions of English self-efficacy, perceptions of classroom climate, and social skills. In addition, the study aimed to examine the characteristics and structure of the differentiated instruction implemented in English lessons, based on students' perspectives. The study was conducted over 11 weeks using a quasi-experimental pretest-posttest control group design for the quantitative dimension and a case study design for the qualitative dimension. The study sample consisted of 57 fourth-grade students from a primary school in the Alanya district of Antalya Province, with 28 in the experimental group and 29 in the control group. Data were obtained through multiple instruments, including three English Achievement Tests, the English Course Attitude Scale, the English Self-Efficacy Scale, the Classroom Climate Inventory, the Social Skills Scale for Children, and focus group interviews. During the implementation, the experimental group's instruction was differentiated by content, process, and product based on students' learning profiles, readiness, and interests, using center-based activities and tiered instruction. The control group was instructed in alignment with the standard English curriculum. Achievement tests were administered as posttests to both groups at the end of each unit. Additionally, following the completion of the implementation, the scales were administered as posttests to both groups. Qualitative data were collected from two focus groups with 16 experimental group students at the end of the implementation. Quantitative data were analyzed using comparative statistics, while qualitative data were examined through content analysis. The findings revealed that students in the experimental group, where differentiated instruction was implemented, demonstrated statistically significant improvements in academic achievement, attitudes toward the course, perceptions of English self-efficacy, and perceptions of classroom climate. However, differentiated instruction did not yield a statistically significant impact on students' social skills development. The qualitative findings revealed that students positively perceived the inclusion of varied activity types, the implementation of activities at multiple levels of difficulty, and the autonomy to select tasks aligned with their interests and needs within the differentiated instruction. Nevertheless, factors such as increased classroom noise, heightened student mobility, and challenges in classroom management were identified as limitations that partially hindered the effectiveness of differentiated instruction. Moreover, the effective implementation of this process appears to depend significantly on the use of effective classroom management strategies and the establishment of a well-organized physical learning environment.