Author(s): Lakhnarayan Kumar Bhagarathi, Andre Indardat, Nicholas De France, Aarif Baksh, Phillip NB Da Silva, Bibi Rafeena Ally-Charles, Chalasa Cossiah, Ferial Pestano, Yunita Arjune and Sushmita Kalika-Singh

Abstract: This study presents the results of a preliminary investigation into the effectiveness of two pedagogical approaches in teaching Integrated Science to Grade 7 students within a classroom environment at a Secondary School in Region 6, Guyana. The study utilized a quasi-experimental design involving pre and post-tests to evaluate the cognitive learning outcomes of students. Nineteen students from one Grade 7 class were randomly divided into two groups, and taught for three weeks: Group 1 received instruction via the demonstration method, while Group 2 was taught using the differentiation method. Both groups were evaluated using a standardized 40-item multiple-choice test adapted from the Ministry of Education’s Grade 7 Integrated Science consolidated curriculum. Results indicated that while both methods improved post-test performance, the differentiation method produced significantly higher gains, with a post-test mean of 27 (67%) compared to 21.5 (53.8%) for the demonstration group. The greater variance and standard deviation in the differentiation group suggested wider learning diversity but also enhancedd impact. A t-test yielded a statistically significant result (t = 2.2, p = 0.04), indicating a meaningful difference between the two instructional approaches. These findings suggest that differentiation may be a more effective strategy than demonstration for improving Integrated Science learning outcomes at the junior secondary level. The study contributes valuable insights into instructional design in Guyanese classrooms and reinforces the importance of tailoring teaching methods to student needs.

DOI: 10.22271/27891607.2025.v5.i2b.319

Pages: 113-120 | Views: 241 | Downloads: 55

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