Differentiated instruction in primary after-school science programs: A quasi-experimental study

Abstract

This study examined differences in student academic performance, self-efficacy, and learning engagement in the context of differentiated instruction (DI) in a cross-grade after-school science program, a setting promoted by China’s "Double Reduction Policy". Using a quasi-experimental design, 129 primary students were assigned to DI (experimental) or conventional instruction (control) groups, with a pretest confirming equivalent baselines. The results showed that the DI group showed higher academic achievement (particularly in higher-order cognitive achievements) and learning engagement compared to the control group. Furthermore, although the post-test self-efficacy scores showed no significant differences, the student interviews revealed a contrasting pattern. Overall, the findings provide evidence on how DI operates in complex classroom settings and provide practical implications for teaching.