Effect of differentiated instruction and Haskvitzs three transfer method on cognitive skills and self esteem of slow learners

Abstract

The study examined the effect of differentiated instruction and Haskvitz s three transfer method on cognitive skills and self-esteem of slow learners from standard IV of government schools of Chandigarh. The sample consisted of 61 slow learners of grade IV. The investigation utilized experimental method with pre-test, post-test control group design with two experimental groups. The identified slow learners were assigned randomly to three groups i.e. experimental group 1, experimental group 2 and one control group. The experiment was conducted for around 40 days in which experimental groups were exposed to use of graphic organizers and educational games and puzzles as differentiated instruction and Haskvitz s three transfer method (explanation, drawing and note-taking). The control group was exposed to the conventional method of teaching. The lesson plans and tool for assessing cognitive skills of slow learners were developed by the researcher. Descriptive analysis was done through means, SD, skewness and kurtosis and further data was analysed using one way multivariate analysis of variance. The results revealed that differentiated instruction intervention is helpful in improving cognitive skills and self-esteem of slow learners significantly. Also, three transfer methods is an effective intervention in improving self-esteem of slow learners significantly. This study can be useful for teachers to implement differentiated instruction and to some extent three transfer method in classrooms. newline