The Effect of Tiered Insruction on Students’ Achiviments, Learning Retainment

This study aims to determine the effect of tiered instruction of differenciated instruction on students’ achiviements, learning approaches and learning retainment. The research was applied on the 5th grade students using pre, post and delayed test model. Both the experiment and the control group composed of 84 students. An academic achievement test was tested in terms of validity and reliability. The test was applied before, after and eight weeks later than the instruction.To determine the students’ approaches, Learning Approaches Inventory was applied. As a result of the research, in terms of academic achievement post-test and in terms of academic achievement delayed-test significant difference is detected in favor of the group on which Tiered techniques are applied. The third thypothesis was formulated to determine the differences between the experiment and the control group.