Evaluation of differentiated instructional practices through the multiple-complementary approach

The main purpose of this study is to examine the effectiveness of differentiated teaching practices within the framework of Multiple-Complementary Approach (MCA) the MCA introduced by Batdı (2016). It is carried out in three stages: pre complementary information, post-complementary information and holistic information. Meta-analytical and meta-thematic analysis was carried out based on studies on the effectiveness of differentiated teaching practices on academic achievement in order to reach pre-complementary information and identify the deficiencies in the field. In this direction, the effect of differentiated instructional practices on students' academic achievements was examined with meta-analysis, and as a result of the analysis, the effect of the practices on academic success was determined to be positive and at a large level (g=0.800). Another analysis carried out at the pre-complementary information stage is the meta-thematic analysis, which is carried out with studies that include participatory views in the qualitative dimension. In this direction, in the studies carried out on the effectiveness of differentiated teaching practices in the field, the views of the participants were analyzed and themes related to the effect on the dimension of "content, process, product" were formed. In the last holistic information stage, which is the second stage of the study, for quantitative data, static group comparison pretest-posttest design which is one of the intervention research methods, was used. It was determined that the effect of differentiated teaching practices on the pre-test and post-test application with experimental and control groups on the academic achievement of the students was positive and moderately effective (g=0.541). Phenomenology design was preferred for qualitative data, and semi-structured interviews were conducted with twelve students participating in the research and two teachers applying the prepared program. It was determined that the interviews about the assessment techniques used in differentiated teaching practices were positive. As a result of synthesizing pre-complementary information and post-complementary information within the scope of MCA, holistic information was obtained. As a result of the research, it was determined that the data obtained at all stages supported and complemented each other, and a holistic perspective was reached.