Palabras clave
instrucción convencional
efectividad instruccional
Cómo citar
Resumen
La instrucción diferenciada no se ha practicado comúnmente en la clase de inglés como lengua extranjera en Etiopía y su eficacia en los estudiantes avanzados, de nivel de grado y con dificultades no se ha demostrado empíricamente en los logros de aprendizaje de la gramática inglesa de los estudiantes de secundaria. En consecuencia, este estudio investigó la efectividad de la instrucción diferenciada en los logros de aprendizaje de la gramática inglesa de los estudiantes avanzados, de nivel de grado y con dificultades. El estudio adoptó el diseño cuasi-experimental. Un total de 47 estudiantes de doceavo grado fueron seleccionados al azar y evaluados previamente para confirmar la comparabilidad mediante el uso de la prueba de rendimiento de aprendizaje de gramática inglesa. El grupo experimental estuvo expuesto a instrucción diferenciada durante diez semanas, mientras que el grupo de comparación experimentó el enfoque único para todos. Los resultados del análisis de datos estadísticos inferenciales de la prueba t mostraron que los estudiantes con dificultades, de nivel de grado y avanzados superaron significativamente, pero no se notó ningún cambio significativo para los estudiantes masculinos y femeninos. El estudio concluyó que la instrucción diferenciada mejoró enormemente los logros deaprendizaje de los estudiantes.
Citas
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