Effect of Wordwall-Based Differentiated Instruction on Elementary Students’ Science Achievement and Attention toward Quality Education

Abstract

An instructional innovation integrating Wordwall-assisted differentiated instruction was implemented to examine its effectiveness in improving elementary students' science learning outcomes. A quasi-experimental pretest–posttest control group design was employed involving 32 sixth-grade students, with 16 students assigned to the experimental group and 16 students to the control group. Data were collected using a standardized science learning outcomes test administered before and after the intervention. Descriptive statistics were used to summarize students' performance, while the assumptions of normality and homogeneity were examined prior to hypothesis testing. An independent-samples t-test was conducted to compare the posttest scores of the experimental and control groups, and Cohen's d was calculated to estimate the practical significance of the intervention. The findings demonstrated a statistically significant difference in posttest science learning outcomes between the two groups (p < .05), with students receiving Wordwall-assisted differentiated instruction achieving higher posttest scores than those taught using the Drill and Practice method. Furthermore, the intervention produced a large effect size (d = 0.92), indicating substantial practical significance in enhancing students' science learning outcomes. These findings suggest that integrating Wordwall into differentiated instruction provides an effective approach for improving science learning in elementary schools and supports the achievement of Sustainable Development Goal 4 by promoting inclusive, engaging, and high-quality education.