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- Volume 18
- Issue 3
- Publication Date: Spring 2007
Effects of Tiered Instruction on Academic Performance in a Secondary Science Course
M. R. E. Richards and Stuart N. Omdal
This study examined the differentiated curriculum method of tiered instruction for improvement of academic achievement in a secondary science course. The study consisted of a control group of 7 midrange instruction classrooms and a treatment group of 7 tiered instruction classrooms, totaling 293 ninth-grade students. The students in the treatment classrooms were grouped based on prior skills and background knowledge of the subject for the instruction unit. The treatment group’s high background learners showed significant gains over the control equivalent group. The results of this study showed a significant difference between the scores of low background knowledge learners who did or did not receive tiered instruction, indicating that tiered instruction may be especially beneficial to this level of learner. The treatment group’s high background learners showed significant gains over the control equivalent group.
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