Effect Of Differentiated Instruction On Senior High School Physics Students’ Practical Performance In Simple Pendulum.

Abstract

The study examined the effect of differentiated instruction (DI) on the practical performance of Senior High School Students in physics in Ghana with specific reference to the simple pendulum experiment. In the midst of the primacy of practical work in learning in physics, the majority of the students still lack concept understanding, procedural accuracy, and data analysis skills, which reflect negatively in their test performance. Grounded in Constructivist Learning Theory and Vygotsky's Zone of Proximal Development, the study employed a quasi-experimental design with two intact classes. The experimental class (n = 80) received instruction according to their readiness, learning style, and interests, while the control class (n = 80) received instruction via traditional uniform methods (One-size-fits-all instructional approach). Data were collected by means of pre-tests, post-tests, and structured questionnaires on student achievement, learning needs, and attitudes towards DI. Statistical analyses (normality tests and Mann–Whitney U) indicated no differences at pre-test, but at post-test a significant advantage emerged for the experimental group, U = 1691.00, Z = –5.19, p < .001, with a medium-to-large effect size (r = .41). Very positive attitudes towards DI were registered on the part of the students, enjoying practices such as hands-on experimentation, adaptive task difficulty, multimodal presentation, step-by-step guidance, flexible assessment, and immediate feedback. The findings indicate that DI enhances physics practical performance through addressing diverse learning needs, fostering engagement, and bridging the theory–practice gap. The study recommends the integration of DI into teacher training, investment in practical work equipment, and the promotion of student-centred pedagogies in Ghanaian science education, particularly in resource-constrained environments.