The effect of differentiated English teaching on academic achievement and self-efficacy perceptions

The aim of the study is to determine the effect of the differentiated English curriculum on the academic achievement and self-efficacy perceptions of gifted and talented students. The pretest-posttest control group design was used. The research was carried out with 13 experimental and 9 control group students in the eastern Marmara region, and 17 experimental and 18 control group students studying at the Science and Art Center located in the western Black Sea region. All the students were defined gifted by the Wechsler intelligence scale for children. 'Academic Achievement Test' and 'Self-Efficacy Perception Scale' are developed by the researcher and used to collect data. The measurement tools were applied to the experimental and control groups as a pre-test and post-test. The Academic Achievement test was given to the students two weeks later to measure retention scores. Differentiated English lesson activities were prepared by the researcher and taught to the experimental groups. Teaching in the control group was't interfered. Wilcoxon Signed Rank Test and the Mann Whitney-U test were used to analyze the data. According to the findings; In terms of academic achievement post-test scores, there are significant differences between groups in favor of the experimental groups. There are significant differences between the academic achievement retention test scores in favor of the experimental groups. There are significant differences between pretest and posttest scores of the experimental and control groups in favor of the posttests for self-efficacy perceptions. When the self-efficacy perception scale post-test scores were compared, a significant difference was for the experimental groups. The adaptation of the differentiation approach to the English lesson contributes positively to the students' academic achievement and self-efficacy perceptions. Content, process, product and educational environment differentiation can be implemented for other course applications in BİLSEMs. Differentiation practices can be expanded in different types of schools at all levels.