Differentiated instruction enhances sixth-grade students’ mathematics self-efficacy, learning motives, and problem-solving skills

Chih-Pin Lai1, Wanpeng Zhang2, Yu-Liang Chang3
1Physical Education and Arts School, Chengyi University College, Jimei University, People’s Republic of China
2Department of Educational Management, Faculty of Education, East China Normal University, People’s Republic of China
3Graduate Institute of Educational Administration and Policy Development, Teachers College, National Chiayi University, Taiwan
Cite this article:  Lai, C.-P., Zhang, W., & Chang, Y.-L. (2020). Differentiated instruction enhances sixth-grade students’ mathematics self-efficacy, learning motives, and problem-solving skills. Social Behavior and Personality: An international journal, 48(6), e9094.

Volume 48 Issue 6 | e9094 | Published: June 2020 | DOI: https://doi.org/10.2224/sbp.9094

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We examined the effectiveness of a differentiated instruction intervention in promoting 6th grade students’ mathematics self-efficacy (MSE), mathematics learning motives (MLM), and mathematical problem-solving skills (MPSS). The relationships among MSE, MLM, and MPSS were also assessed. We employed a longitudinal approach with a pretest and posttest design with 25 students, and used 3 instruments for quantitative data collection. Findings showed that the application of the differentiated instruction learning environment was significantly beneficial in advancing the students’ MSE, MLM, and MPSS. In addition, MSE significantly predicted MLM and MPSS, such that the mediating effect of MLM on the effect of MSE on MPSS was partial. This finding shows that the stronger the MSE of 6th grade students is, the better their MLM are, which, in turn, advance their MPSS.

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