Unraveling the Efficacy of Differentiated Based Instruction on Senior Secondary School Students’ Achievement in Quadratic Equation

The study investigated the efficacy of differentiated dased instruction (DBI) on students’ achievement in quadratic equation in Obollo-Afor Education Zone of Enugu State. To achieve the purpose of the study, two research questions and two null hypotheses guided the study. The design of the study was quasi-experimental; specifically non-equivalent control group design. The population of the study comprised four thousand eight hundred and twenty (4,820) SSS 2 students found in the forty-eight (48) public secondary schools in Obollo-Afor Education zone of Enugu state. The sample of the study consists of 162 students from four (4) intact classes from four schools. The sample of four (4) schools were drawn using proportionate Stratified random sampling techniques in which two (2) schools were assigned to experimental group and the other two (2) schools were assigned to control group. Mathematics Achievement Test (MAT) was the instrument used for the study. The instrument was validated by three experts and the reliability index obtained was 0.89 using Kuder Richardson 20 formula. The data collected were analyzed using SPSS and mean and standard deviation were used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the null hypotheses at 0.05 level of significance. The results of the study revealed that differentiated based instruction improved students’ achievement in quadratic equation than conventional based instruction of teaching quadratic equation. Also, gender has no significant influence on the achievement of students in quadratic equation. Based on the findings, it was recommended that mathematics teachers should use the differentiated based instruction while teaching the subject. Moreover, ministry of education should organize workshops, seminars, conferences etc and make the attendance to it compulsory to the mathematics teachers on the use of differentiated based instruction in their classroom instruction