Effectiveness of Motivational Interviewing (MI) and Differentiated Instruction (DI) Teaching Modeson the Academic Performance of Public Secondary School Students in Niger State, Nigeria
Journal Title: IOSR Journal of Humanities and Social Science - Year 2018, Vol 23, Issue 7
Abstract
Creative thinking skills are essential for success in learning and success in life. In Nigeria, traditional method of teaching is a teacher centered approach. What promotes creativity is a questioning classroom, where teachers and pupils value diversity. Differentiated Instruction is based upon the principle that all children learn best when the instruction is responsive to the uniqueness of each student. The problem of this study was to determine whether differentiated instruction increases student achievement and whether using motivational interviewing for pre-assessments in a differentiated classroom has effect on student achievement. Qualitative and quantitative research methods were applied. The purposive sampling method was employed in the choice of sample schools. Thirty (30) participants comprising 15 male and 15 female were randomly chosen from each school to form the experimental groups (Experimental group I, 30, Experimental group II, 30 and Control group, 25). A total of 85 SS2 students participated in the study. The research instruments for this study were: (a) the Treatment Instrument- English Language course material, (b) Test Instrument- English Language Achievement Test (ELAT) with focus on reading and spelling. The quantitative data collected were analyzed using Statistical Package for Social Scientist (SPSS) version 18. The data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (T-test, one-way Analysis of variance). Findings of this study indicates that differentiated instruction with motivational interviewing teaching modes facilitate higher performance than the traditional teaching method. It is recommended that to increase student achievement, the focus must be on the instructional strategies occurring in the classrooms.
Authors and Affiliations
AdaezeChike-Okoli Ph. D
Keywords
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- EP ID EP419522
- DOI 10.9790/0837-2307034350.
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