The Effect of Differentiated and Traditional Instructional Methods on At-Risk Seventh Grade Classroom Disruption

Abstract

The purpose of this study was to determine whether the use of differentiated instruction could reduce classroom disruption among at-risk seventh grade students. The instrument used was a behavior checklist that was employed before and during an intervention period. The study measured the amount disruptive behaviors that occurred during traditional instructional methods and compared it to the amount of behaviors that occurred during differentiated instruction for 20 days of data collection. The data revealed that there were reductions in disruptive behavior during differentiated lessons. The results of the study suggest that differentiated instruction could be used in addition to various management techniques to control and prevent classroom disruptions. Research on instructional strategies to reduce distractions in at-risk classrooms should continue as this population of students continues to struggle with achievement and motivation.