Implementing differentiated instruction in third grade math classrooms

Previous studies have shown how implementing differentiated instruction (DI) into the classroom setting have positively impacted student achievement. However, there is limited research based on how DI affects math achievement on standardized test scores. This study used a constructivist approach that included multiple intelligence and emotional intelligence theories to explain the relationship between learning styles and DI. This retrospective correlational study investigated if pass rates of Virginia Standards of Learning (SOL) were influenced by implementing DI into the third grade math lessons of a school located in urban northern Virginia. The math SOL pass rates of three successive cohorts were examined using archival data of 122 students in 2004-05, 130 students in 2005-06, and 112 students in 2006-07. Pass rates during the 2004-05 school year resulted from traditional means of instruction in math lessons, whereas pass rates resulting from DI in math lessons were reflected in the 2005-06 and 2006-07 school years. Data were analyzed by using both descriptive and inferential statistics, and chi-square tests of independence suggested that DI contributed to a significant difference on SOL pass rates. Based on the conclusion that DI appeared successful for math instruction, a recommendation was extended that educators should more generally implement DI in order to improve student achievements. These efforts could help school districts better meet the standards set before the educational community as outlined in NCLB of 2002. Implications for positive social change are that this study may encourage educators to implement DI across added content areas of instruction to more effectively serve student learning, early academic achievements, and increase chances for success later in life.