Improving Students’ Learning Achievement through Differentiated Teaching Strategies in Class IX A Geography

The study explored the effectiveness of differentiated teaching strategies in enhancing the learning outcomes of Class IX A students in Geography. Specifically, it analyzed students’ academic achievement, examined their perceptions of differentiated instruction, and explored the associated benefits of using these strategies in Geography. The research was conducted over a four-week intervention period with 31 students from Class IX A. Data were collected through a geography learning achievement test and a survey questionnaire. Pre-test and post-test assessments were used to measure students’ performance before and after the intervention. The results showed a significant improvement in learning outcomes, with the mean score increasing from 12.43 in the pre-test to 22.06 in the post-test, indicating the positive impact of differentiated instruction. The descriptive analysis further revealed that students had favourable perceptions of differentiated teaching strategies, highlighting their engagement and motivation. The findings also indicated several benefits, such as improved understanding and classroom management. In conclusion, the study affirms that incorporating differentiated teaching strategies positively influences students’ academic achievement in Geography. It recommends the continued use of such strategies to enhance learning experiences and outcomes in Geography lessons.