Structuring and Differentiation: Effects of Two Characteristics of Teaching Quality on Students' Outcomes

• In Event: 34.034 - Teacher Instructional Characteristics and Approaches and Their Impacts on Learning Environments

Abstract

This study focusses on two characteristics of teaching quality: structuring the learning content and the learning process, and differentiating the learning process based on students’ prior knowledge. Although research literature describes these characteristics as being important for successful learning, they are rarely combined with each other and are even discussed as being mutually exclusive. Hence, this study aims to analyze the effects of structuring and individualized instruction as well as a combination of these two variables on students’ affective and cognitive outcomes. Therefore, a quasi-experimental study with a pre-post control group design was conducted. Results show higher effects of structuring on students’ learning and self-concept compared to differentiated instruction and emphasize the relevance of structuring for teaching quality.

Authors

• Helena van Vorst, University of Duisburg-Essen

• Marie-Therese Hauerstein, University of Duisburg-Essen