The effect of differentiated instruction on conceptual understanding in learning application of derivatives

This research study investigated the effectiveness of differentiated instruction on Grade 12 students' conceptual understanding of derivatives in Addis Ababa, Ethiopia. Three groups were compared: one using traditional instruction and two employing differentiated instruction based on either learning readiness levels or mathematical thinking styles. The study used a quasi-experimental design with pre- and post-tests, employing statistical analyses like paired t-test, ANOVA and ANCOVA to determine significant differences in conceptual understanding.his dataset contains groups, participant's code, learning readiness level (LRL) and Mathematical Thinking Style (MTS), raw data of conceptual understanding (CU) pre-, post and gain scores collected from a quasi-experimental study investigating the effect of differentiated instruction (DI) on students' conceptual understanding of the application of derivatives in Grade 12 mathematics.