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Please use this identifier to cite or link to this item: https://rsuir-library.rsu.ac.th/handle/123456789/3373
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dc.contributor.advisorNipaporn Sakulwongs-
dc.contributor.authorSelden, Chimi-
dc.date.accessioned2026-06-23T03:40:58Z-
dc.date.available2026-06-23T03:40:58Z-
dc.date.issued2024-
dc.identifier.urihttps://rsuir-library.rsu.ac.th/handle/123456789/3373-
dc.descriptionThesis (M.Ed. (Curriculum and Instruction)) -- Rangsit University, 2024en_US
dc.language.isoenen_US
dc.publisherRangsit University. Libraryen_US
dc.subjectAcademic achievementen_US
dc.subjectIndividualized instructionen_US
dc.subjectScience -- Study and teachingen_US
dc.subjectElementary school students -- Education -- Bhutanen_US
dc.titleThe effectiveness of using differentiated instruction on science learning achievement for grade 5 Bhutanese studentsen_US
dc.typeThesisen_US
dc.description.other-abstractThe purposes of the study were to examine the effectiveness of using differentiated instruction on Science learning achievement and to investigate learning satisfaction of grade 5 Bhutanese Students. This mixed- method research adopted a cluster random sampling method to select a sample group consisting of 30 students from one of the primary schools in Bhutan. The study used pre-test and post-test method to collect quantitative data and semi-structured interview to collect qualitative data. The pretest and posttest were conducted before and after the treatment to find out the level of students’ learning achievement. The semi-structured interview was administered after the post-test to find out the students’ learning satisfaction in Science. The result of learning achievement was analyzed using a paired sample t-test. It was found that the post-test mean score (14.37) was higher than the pre-test mean score (8.58) with the mean difference of 5.79. Further, the significance (p) value was 0.01 which indicated using differentiated instruction on Science learning was effective. Additionally, the findings from semi-structured interview concluded that the participants expressed a high level of learning satisfaction. Therefore, differentiated instruction approach should be applied and implemented in schools as it creates new and diverse learning environments to accommodate students’ diverse learning requirements, irrespective of their academic status or standing in societyen_US
dc.description.degree-nameMaster of Educationen_US
dc.description.degree-levelMaster's Degreeen_US
dc.contributor.degree-disciplineCurriculum and Instructionen_US
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