Aruna Pradhan* and Chandrika Neopaney

Peljorling Higher Secondary School, Bhutan

*Corresponding Author: Aruna Pradhan, Peljorling Higher Secondary School, Bhutan.

Received: April 10, 2023; Published: April 12, 2023

Abstract

This study explored on the use of learning stations strategy to differentiate instructions while teaching and learning among Biology students of XII Science at Peljorling Higher Secondary School. The study was designed to understand the effectiveness of learning stations strategy as a differentiated instructional approach in a mixed ability classroom. Students were divided into smaller groups based on their learning ability and were allowed to move from station to station carrying out different activities during the lesson.  The mixed mode method was used to conduct the study. The study found out that learning stations strategy as a differentiated instructional method is effective and had a positive relationship in improving students’ interactions, engagement and academic achievement.

Keywords: Differentiated Instruction; Learning Stations; Students’ Interactions; Academic Achievement

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Citation

Citation: Aruna Pradhan and Chandrika Neopaney. “Effect of Using Learning Stations Strategy in Teaching Biology”. Acta Scientific Paediatrics 6.5 (2023): 14-20.

Copyright

Copyright: © 2023 Aruna Pradhan and Chandrika Neopaney. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.