Review of Related Literature

Review of Related Literature 99
CHAPTER III
REVIEW OF RELATED LITERATURE
3.1 Studies Related to Educational Diagnosis and Remediation
3.2 Studies Related to Differentiated Instructional Strategies
3.3 Studies Related to Gallery Walk
3.4 Studies Related to Flipped Classroom
3.5 Studies Related to Cubing

REVIEW OF RELATED LITERATURE
The review of related literature implies locating, studying and evaluating
reports of researches relevant to the topic under investigation. This will enable the
Investigator to develop a clear picture about the problem under study. Good (1959)
has observed that the key to vast store of published literature may open doors to the
source of a significant problem and explanatory hypotheses and provide helpful
orientation for definition of the problem, background for selection procedure and
comparative data for interpretation of results. In order to be truly creative and
original, one must read extensively and critically as a stimulus to think. Mouly (1964)
stated that the review of related literature is an exciting task, calling for a deep insight
and clear perspective of the overall field. It is a crucial step which variably minimise
the risk of dead ends, rejected topics and studies, wasted efforts, trial and error
activity oriented towards approaches already discarded by previous Investigators and
even more important, erroneous findings based on a faulty research design.
Borg (1965) remarked that, the literature in any field forms the foundation up
on which all future work will be built. The author further observes that, if anybody
fail by the review of literature, his work is likely to be shallow and naive, and will
often duplicate that has already been done by some one else. According to
Merten(2010) review of literature establishes historical perspective on the intended
research provides a vision of the need for additional research and enables the
researcher to develop a conceptual frame work for the research. It can also be used as
a substantive and methodological rationalization of the study and it provides guiding
hypotheses, suggestive methods of investigation and comparative data.

A research study is never carried out in vacuum. Hence an attempt was made ,
as far as possible to find out what has already been done. In the present chapter,
studies which are closely related to the present study that have been done in India and
abroad where discussed and reviewed. The emerging findings have also been
reported systematically. After reviewing the literature and studies, researcher
classified them under the following areas of concern.
3.1 Studies related to Educational Diagnosis and Remediation
3.2 Studie related to Differentiated Instructional Strategies
3.3 Studies related to Gallery Walk
3.4 Studies related to Flipped Classroom
3.5 Studies related to Cubing
3.1 Studies related to Educational Diagnosis and Remediation
Ambasna (2009) had done a study on Utilization of CT in remedial
instruction. Objectives of the study are (i) To develop a diagnostic test on unit light:
reflection and refraction of science and technology subject of grade X. (ii) To find out
the difficult content points of light: reflection and refraction unit faced by students
after receiving regular classroom instruction through traditional method. (iii) To find
out the effectiveness of CAI programme as a remediation treatment by comparing the
mean achievement scores of pre test and post test. On the basis of data analysis and
interpretation of the results obtained CAI in remediation task was found to be
successful as the students were able to overcome the difficult points in the content.
Pillai (2009) conducted a study on the effectiveness of remedial programmes
in mathematics for the disadvantaged children in primary school and it is proved that
remedial programmes were more effective than conventional direct instruction

method in the teaching of mathematics at primary level.Rajeswary’s (2004) study
on preparation and testing of remedial teaching materials for educationally backward
students in chemistry at the secondary level revealed that the remedial materials were
very effective for the educationally backward students.Vasudevan (2003)made a
Diagnostic Study to identify the difficulties experienced by pupils studying in
Standard VIII, in the computation of negative numbers. The study revealed that
majority of the students faced difficulty in carrying out the fundamental operations
involving negative numbers due to the lack of clarity on rules of fundamental
operations
Joy (2002) diagnosed the errors and developed remedial materials for
teaching Chemistry at Vocational Higher Secondary Level. The Investigator
administered a two-tier Diagnostic test and developed remedial teaching materials on
selected difficult topics based on the Diagnostic test. Effectiveness of remedial
teaching materials was tested by Experimental cum Survey method. The study
revealed that Remedial teaching was superior to Lecture method in the immediate
post-test and delayed memory achievement in Chemistry.
Geetha (2002) had done a study to test the effectiveness of remedial
programmes to improve the word-recognition skill and reading comprehension skills
of low achievers. The effectiveness of the remedial programme was studied by
Survey-cum-Experimental method. The remedial programmes developed in the study
were found to be more effective than conventional Lecture-Demonstration methods.
Crute (2000) modified a BINGO game to chemical nomenclature and
specific application to alkenes. The use of games in the Chemistry classroom can
provide instruction, feedback, practice, fun and avoidance of misconception and

remediation. It was found that the game was useful for better understanding of
nomenclature without misconception. Granath and Russel (1999) developed a card
game for remedial teaching of nomenclature of the elements and their symbols in the
first laboratory session of General Chemistry. The game helped the students to learn
and review the symbols of the elements without much error.
Castro-Acuna (1999) developed logic puzzles as a remedial programme to
solve the problems in chemistry easily and without many errors. These logic puzzles
were field-tested with diverse audience in the general Chemistry classes at the
University of Nebraska-Lincoln and were found to be effective for remedial teaching.
Wickenden’s (1999) study was based on the developmental speech, language and
communication difficulties. The main objective of the study was to develop
understanding of the range, nature and causes of developmental speech, language and
communication difficulties and to develop suitable remedial programmes to overcome
the difficulties identified. The remedial material prepared where found to be effective.
Ajitha (1999) made an experimental study on “ Self learning instruction materials
in the teaching of Biology. Findings of the study are 1) The experimental group
recorded a higher achievement score than the controlled which indicated that learning
strategy of using self-learning instructional material was effective in improving the
level of a achievement. 2) SLIM was found effective in enhancing the performance of
the experimental students. 3) The SLIM was more effective in attainment of higher
order objective application and skill. 4) The difference of the scores with respect to
knowledge and understanding was also significant. 5) No significant difference was
shown with respect to the retention.

Beebar (1998) analysed the difficulties experienced in learning Science as
revealed through their understanding of gas exchange in plants. The study revealed
that during the interviews, the students in the group below median were often able to
recall facts and apply knowledge, but they had failed to recall and apply the
knowledge while responding to the written questions. Duchovic (1998 ) in his
diagnostic study discussed two Techniques which have been utilized for five
semesters in general chemistry courses. The techniques used were repackage system
and writing exercises based on the laboratory portion of the course Both the
techniques were found to be equally effective for learning Chemistry at undergraduate
level without any misconception and difficulties.
Singh (1998) analysed the common errors in Chemistry at plus two level and
found that the errors were due to the non comprehension of pre-requisites that are
needed for learning. Burke (1998) designed conceptual computer animations for
Remedial teaching to help students understand the basic concepts and principles of a
dynamic chemical process. They found that an animation sequence should be linked
to a lecture demonstration, thereby assisting in the presentation of lthree levels of
representation: microscopic, macroscopic and symbolic.
Francisco et al.(1998), in their diagnostic study incorporated three teaching
strategies such as discussions, concept maps and co-operative learning to a fresh man
Chemistry course, instead of usual lecture format. The study revealed that integration
of the teaching strategies will be more beneficial for better learning in Chemistry.
Pinto (1998) conducted a study for finding out the effective use of sports for teaching
the difficult concepts in Chemistry like chemical bonding and atomic structure and the
method to be effective in teaching difficult concepts in chemistry. Anjaneyalu (1998)

conducted a study on the usability of a remedial multimedia tutorial, uses netscape in
the context of a remedial teaching system in biology. The student is given fine grained
diagnostic tests based on concepts on the human brain. Depending on the performance
in these tests the student is allowed to browse through relevant material using
netscape. Multimedia tutorial package developed were found to be useful .
Douglass et al . (1997) showed that there was significant difference among
standard IX, X and XI students in writing and solving of chemical equations. A high
percentage of errors committed by standard IX students were classified as
instructional errors. Tenth standard students committed equal proportion of all types
of errors. A high percentage of errors in class XI were classified as conceptual errors.
Sansanwal and Sonia (1995) tried to find out the “Comparative effectiveness of
lecture method programmed learning material in terms of achievement in organic
chemistry of class IX students”. The sample comprised 90 students. The results
indicated that the experimental group achievement was significantly higher than that
of the controlled group. The result of the research work done by Neekahra(1995)
showed that Remedial teaching was found significantly much higher than traditional
teaching. Unisa (1994) identified the difficulties experienced by lower primary
school children in learning Science. The study was intended to prepare a diagnostic
test in LP Science so as to identify the difficult areas of knowledge, understanding
application and to arrange the various categories of difficult areas on the decreasing
order of difficulty. The study revealed that the most difficult area in the cited
categories is application.
Banarjee (1993) assessed the students' and teachers' understanding of
Chemical Equilibrium. A Diagnostic test on Chemical Equilibrium was administered

to collect necessary data. The study revealed that both teachers and students
committed errors in the concepts like Le Chatlier's Principle,Rate and Equilibrium,
Applications of Equilibrium to acids, base and ionic solutions. Varghese (1991)
identified the difficulties in learning fractions by pupils of standard VI in the areas of
changing the whole number into a fraction, changing an improper fraction into a
mixed fraction and addition and subtraction of improper and mixed fraction due to
lack of understanding.
Jose (1990) studied the difficulties experienced by Vocational Higher
Secondary students of Kerala in learning Botany. The study revealed that VHSE
students experienced difficulty in the skill of hierarchical learning and in attaining
concepts of Botany. Rozario(1989) concentrated on diagnostic analysis and remedial
teaching and the conclusions are (1) The fundamentals of Chemistry like concepts,
processes, principles and new information and decisions were not clear to the
pupils.(2) Not able to comprehend the fundamentals and translate the language of
Chemistry into symbols, formulae and equations.
Anju (1989) explored the learning difficulties in critical thinking in some
areas of Physical Science and remedial measures implemented were found
statistically significant. Peterson (1989) studied the misunderstandings of grade - 11
and grade - 12 students in Chemistry (covalent bonding and structure) using a
Diagnostic instrument. The results of the study indicated that the two-tier Diagnostic
instrument provided a feasible approach for evaluating students' understanding and
for identifying misconceptions and misunderstanding in the Chemistry. Treagust
(1988 ) developed Diagnostic tests in Chemistry and Biology to evaluate students'
misconceptions and errors committed in Science. Analysis of the results of the tests
revealed that Diagnostic tests were very much effective for identification of errors and
misconceptions of both teachers and students in Chemistry and Biology.
Singh and Narayana (1987) concentrated on effect of remedial instructional
micro teaching course for primary school science teachers and the findings are (1)
The fundamentals of Chemistry like concepts, processes, principles and new
information and decisions were not clear to the pupils.
(2) Not able to comprehend the fundamentals and translate the language of Chemistry
into symbols, formulae and equations. Kalacherry’s (1987) work was on
preparation and experimental try-out of programmed instructional material in the
syllabus of chemistry prescribed for class VIII (SSC) in Maharashtra State . The
major findings of the study were: (1) About 83 percent learners were able to respond
correctly to 83 percent of the frames. Though 90/90 standard could not be reached, the
attainment was considered to be satisfactory. (2) The value of measure of density
(T.T.R.) for the whole programme was found to be 0.36. It was found that a few
students who scored usually below 50 percent in the traditional system, scored above
85 percent through the use of programmed material.
Borude (1986) prepared a diagnostic test and remedial exercises for class VIII
students of Marathi medium. The effectiveness of this remedial teaching was much
higher than traditional teaching.
Desai (1986) conducted a study of effectiveness of programmed learning
strategy in teaching of physics in the eleventh grade.The method of cluster sampling
was used for the selection of 200 pupils from four science classes of standard XI in
Bombay and Greater Bombay. A pre test was administered on a small sample to
ascertain the pupils’ previous knowledge. The difficulty level and items having
ambiguous structures were modified and then a post-test was administered on the
same sample of the population. The performance of the sample pupils on pre test and
post-test was tested against their performance on the science attitude scale and their
performance on the intelligence, etc. The major findings of the study were: 1. Pupils
took active interest in reading and learning through programmed material. 2. Pupils
solved examples on conversion of scales and on coefficient of linear and cubical
expansion of solids. 3. They found the programmed learning approach easy and
interesting as each pupils had an opportunity to learn at his/her own speed and
capacity. 4. The programmed learning approach proved better than the lecture method
in the study of physics. 5. It was found that the pupils scoring high on the intelligence
test also scored high in the post-test and pre test and those having low scores on the
intelligence test scored low on the post-test. The results were quite consistent with the
concepts of intelligence and achievement. 6. The scores on the post-test had no
bearing on the performance of pupils on the science attitude scale. Attitude to science
had no direct effect upon the achievement of pupils in science.
Verma (1986) constructed a diagnostic test in Chemistry and identified the
reasons for committing errors in Chemistry. The Investigator prepared remedial
materials on selected topics and tested the effectiveness of remedial materials
prepared and were find to be effective in avoiding errors. Mathew (1985) identified
the difficulties in learning chemistry experienced by educationally backward students
at pre degree level. The results of the study revealed that the Pre-degree students
experienced a high level of difficulty in learning Chemistry and this is acute in the
case of educationally backward students. Sebastian (1985) studied the difficulties
experienced by educationally backward students at Pre-degree level in learning

Botany The major causes identified were lack of pre-requisite knowledge, knowledge
in related subjects, ability in concept attainment and comprehending abstract
knowledge. The study revealed that the low achievers have more learning difficulty
than high achievers. Uzhuvathu (1985) identified difficulties experienced by
educationally backward students at Pre-degree level in learning Physics The study
revealed that pupils experienced great difficulty in learning Physics at first year Pre-
degree level and this was acute in the case of educationally backward students.
Bhattacharya (1985) tried out a technological approach for alleviation of
learning disabilities of the students in life science. Results of the study indicated that
learning through audio- visual materials and techniques caused prolonged retention
than by traditional methods. Vijayakumar (1982) conducted a study on a Diagnostic
Remedial Approach to some select portions in BSc Chemistry. The main objectives
of the study were: to analyse the nature and frequencies of errors committed by
students in select concepts in Organic Chemistry and to analyse the different types of
difficulties existed in the development of the select components. The study revealed
that the errors were very high even in the very simple aspects of chemical
terminology, formulae, structure and information associated with chemical
symbolism. Nair (1980) made a diagnostic study of the difficulties of university
entrants in the use of chemical equations. The necessary data were collected by
administering a diagnostic test in chemical symbols, formulae and equations. The
study revealed that the nature and extent of errors committed by the students in the
learning of chemical symbols, formulae and equations is influenced by certain
selected socio-personal factors.

Rawat (1976) constructed a standardized diagnostic test in Chemistry at
secondary level. The fundamentals of all areas of Chemistry were identified and
standardised keeping the norms of standardisation. This was benefited much for the
learners and teachers at secondary level. Sethia (1972) concentrated on remedial
teaching in the subject Physics in class IX and found that the fundamentals of physics
like concepts, process, principles and new information were not clear to the pupil.
Shalis (1963) developed a programme on solving equations for class vi and compared
the results against conventional lecture method. His finding confirmed the
effectiveness of the programme. The students who learnt with the programme alone
achieved more in less time.
Trends in the Review of Educational Diagnosis and Remediation
The above mentioned studies provide an insight in to the need of diagnosis
and remediation in the process of learning. Diagnosing the learner’s difficulty is one
of the crucial points in any instruction. To diagnose the strengths and weaknesses in
learning different subjects, scientific procedure is highly essential .It is not proper to
limit the scope of diagnosis in locating the causes that interfere with the ordinary
academic prognosis of the pupil. Once a pupil has experienced difficulty in the
subject, it is essential that he should receive some individual help, whether his
handicap is minor or major. Very often the right kind of individual help given in the
early stages prevents confusion in the later stages and minimise the possibility of
backwardness. This is only possible where diagnosis has been both accurate and
comprehensive. The type of remedial treatment given to the students depends on the
character of the diagnosis made. If physical factors are responsible, remedial attention
should be provided. The results of diagnosis have significance only if they constitute
the basis for corrective instruction and for remedial procedures, which remove,
alleviate or compensate for causal factors in the child and his / her environment.
General backwardness in subject is frequently due to inadequate mastery of the basic
skills of Reading, Arithmetic, Language, Handwriting and Spelling or Inadequate
command of the work, Study skills.etc. Hence corrective work in the basic skills and
improved motivation in the subject may be sufficient to effect improvement. These
findings were supported by the researches done by Pillai (2009), Rajeswary (2004 ) ,
Vasudevan (2003), Rawat(1976), Sethia(1972) & Shalis (1963).
All research works mentioned here came on a common agreement that
diagnosis and remediation is highly useful for effective classroom interaction. When
carried out in a proper and systematic way, teaching and learning can be made
fruitful. This fact had urged the Investigator to explore the scope of diagnosis and
remediation in developing instructional strategies for minimising the `hard spots’ in
learning organic chemistry at higher secondary level.
3.2 Studies related to Differentiated Instructional strategies
This section includes a review of related literature on differentiated
instruction. In conjunction with the research question, this literature review focus on
the following category: the nature of engagement for teachers and students in a
differentiated classroom. To provide a background for this topic, the reviewed
literature focuses on information about what differentiated instruction is, the parts of
differentiated instruction, strategies implemented in the classroom, the impact on
students‟ performance and engagement, students with special needs, and limitations
involved with differentiated instruction.

Differentiated instruction is a complex concept based on adjusting curriculum
and teaching methods to best meet the needs of all students in a heterogeneous
classroom. Research indicates multiple definitions of differentiated instruction.
Tomlinson (2005), an authority on differentiated instruction, defines differentiated
instruction as “a philosophy of teaching purporting that students learn best when their
teachers effectively address variance in students‟ readiness levels, interests, and
learning profile preferences”. In addition, differentiated instruction is based on beliefs
that students are all different; they learn differently and like different things
(Anderson, 2007). Teachers should differentiate their teaching because students have
many unique learning styles and abilities (Levy, 2008). Furthermore, differentiated
instruction is a teaching philosophy that can help all students with unique needs reach
their highest potential.
Based on the knowledge that not all students in a class are the same,
differentiated instruction is a method of teaching that allows teachers to utilize
different learning strategies and techniques (Hall, Strangman, & Meyer, 2002). When
teachers consider all of the unique 9 Researchers have many definitions of
differentiated instruction based upon the context of their own studies. For the
purposes of this study, differentiated instruction is defined as a philosophy of teaching
that accommodates for student needs and unique abilities. It is teaching that is more
aware of student differences so that a teacher knows which students are ahead of
them, which students are with them, and which students are behind them during a
lesson and adjusts the lesson accordingly.

Differentiation: Content, Process, and Products
Differentiation is an intricate and detailed belief about teaching. It can be
implemented in three main ways: content, process, and product (Anderson, 2007;
Bailey & Williams-Black, 2008; Garderen & Whittaker, 2006; Hall, 2009; Heacox,
2009; Huebner, 2010; Levy, 2008; McGlinn, 2005; Tomlinson & Allan, 2000 &
Wormeli, 2007). Teachers can use one or all of these techniques when implementing
differentiation into their classroom. It can be used with some lessons and not others,
or used on a daily basis. Because this is a way of thinking about teaching and not just
a simple strategy, teachers need to be flexible and allow for choice and creativity
(Anderson 2007&Tomlinson, 2000). Differentiating or levelling the content of a
lesson is one of the methods of adjusting lessons for student differences. Content is
described as what students learn or the curriculum that is being taught (Anderson,
2007; Bailey & Williams-Black, 2008; Garderen & Whittaker, 2006; Hall, 2009;
Heacox, 2009; Huebner, 2010; Levy, 2008; McGlinn, 2005; Tomlinson & Allan, 2000
& Wormeli, 2007). Content can be differentiated by creating tiers of lessons or
targeting specific goals for the student to master (Bailey & Williams-Black, 2008). By
differentiating the content of a lesson, teachers modify the materials provided for
students to master a concept. This helps to adapt the content for all students in the
class: the low learners works toward essential understandings and skills. How they do
so is often highly negotiable”. Adjusting lessons by content, process, and product
allows teachers to reach more students‟ distinctive and valuable learning differences
in a classroom.
Differentiation: Interest, Readiness, and Learning Profiles
While differentiation can be implemented in the three main methods of
content, process, and product, differentiation can be further implemented through
interest, readiness, and learning profiles (Garderen & Whittaker, 2006; Hall, 2009;
Tomlinson & Allan, 2000). Students are all different; they come to school bringing a
wide array of interests, background knowledge, and learning styles. Teachers need to
be aware of these specific differences and get to know each child to better help them
succeed in a differentiated classroom.
Interest plays a large role in the engagement of a lesson for a student and
technically refers to “topics that motivate a student or peak ones` curiosity” (Hall,
2009). Everyone likes different things and enjoys participating in different activities.
It is only natural that students will be interested in learning about some topics more
than others. It is important for teachers to learn what students‟ interests are so they
can try to keep them engaged in learning in the classroom.
Readiness is one of the main factors determining the content acquisition for a
student. Readiness is an “evaluation of the students` prior knowledge, understanding,
and current skill level” (Hall, 2009). Students gain knowledge and understanding
based on where they live, and the experiences they have before they enter school and
while they are in school. Obviously, students are arriving to school with many
different readiness levels based on this knowledge
Learning profiles are the different styles in which students prefer to learn.
These learning profiles are central in determining how lessons will be taught
(Tomlinson & Allan, 2000 & Hall 2009) 13 the average learners, and the high
learners. When students feel more comfortable with the content of the lesson, they
will be more likely to succeed.
Differentiating through process is perhaps the most common form of
differentiation. Process is defined as how students learn, or the learning activities and
strategies that are used to help students master a concept (Anderson, 2007; Bailey &
Williams-Black, 2008; Garderen & Whittaker, 2006; Hall, 2009; Heacox, 2009;
Huebner, 2010; Levy, 2008; McGlinn, 2005; Tomlinson & Allan, 2000 & Wormeli,
2007). Process can be differentiated by “how the teacher decides to teach (lecture for
auditory learners; centers for tactile learners; small group and whole group)” and by
“the strategies the teacher has the students use to help them explore the content that is
being taught” (Bailey & Williams-Black, 2008). Differentiating the process of a
lesson helps to meet the learning preferences and styles of the students in a
heterogeneous classroom.
Differentiating the products is another method of differentiation. The products
of a lesson are defined as how students demonstrate their mastery of the knowledge or
skills, or what students have learned (Anderson, 2007; Bailey & Williams-Black,
2008; Garderen & Whittaker, 2006; Hall, 2009; Heacox, 2009; Huebner, 2010; Levy,
2008; McGlinn, 2005; Tomlinson & Allan, 2000& Wormeli, 2007). Products may be
differentiated in many ways by teachers giving students a choice from multiple
options of assessments (Anderson, 2007). By teachers allowing multiple options for
students to show mastery at the end of a lesson, students are better able to achieve
success by corresponding with their own styles of learning.
By differentiating your instruction in these three ways, teachers are more
likely to find a “fit” for all students in a classroom. Finding this “fit” for students
helps them to understand lessons and master skills. Tomlinson (2006) states, “One
thing is non-negotiable; each learner .
Students may learn better when information is presented in a visual, auditory,
tactile, or kinesthetic manner. They may prefer to work individually, in small groups,
or in whole class settings and they may also learn better in a quiet area or an area with
some background noise. Learning profiles help a teacher determine how they will go
about implementing a specific lesson. Implementation should vary from lesson to
lesson or throughout a lesson to try to reach all students‟ learning profiles.
Student differences make up the backbone of differentiated instruction. When
teachers use interest, readiness, and learning profiles from their students, they help to
provide better instruction for those differences. Interest, readiness, and learning
profiles coincide with content, process, and product when planning for differentiated
lessons implemented in a classroom. By further differentiation of lessons in these
three areas, teachers can reach and engage more students in learning.
Teaching Strategies Used with Differentiated Instruction
Because there is no exact formula for implementing differentiated instruction,
a multitude of teaching strategies can be used in a differentiated classroom. Several
strategies are cited in research, such as: flexible groups, tiered assignments, learning
contracts, compacting, cubing, and independent study projects (Anderson, 2007;
Brimfield et al., 2002; George, 2005; Hall, 2009; Heacox, 2009; Levy, 2008;
McGlinn, 2005& Wehrmann, 2000).
Using centers or small groups is a popular strategy associated with
differentiated instruction (Brimfield et al., 2002; George, 2005; Hall, 2009; Levy,
2008& McGlinn, 2005). Groups need to be flexible. In flexible groups, students are
placed in many different groupings depending upon the task or content area. Students
are grouped based on ability, interest, or random selections. Groups can be selected by
the teacher or by the students. The use of flexible 14 groups “may prepare students
more effectively for real-life situations, now and in the future” (George, 2005).
Another strategy used with differentiated instruction is the use of tiered
assignments (Hall, 2009 & Levy, 2008). Tiered assignments are one way to
effectively address students‟ varying ability levels. Creating tiers or levels of
assignments requires students to meet the same set of objectives designed at different
levels of difficulty or critical thinking. This allows students to gain knowledge and
understanding at their individual ability level.
Learning contracts are another strategy used when implementing
differentiated instruction (Hall, 2009; McGlinn, 2005 & Wehrmann, 2000). These
contracts are created by the teacher and student working together to produce a written
agreement of what material will be covered by when. Independent study projects are
common projects used with learning contracts to develop independent learning skills.
This allows for more independence with content, process, and products of
assignments and, makes the student more responsible for their own learning.
Cubing, another strategy used with differentiated instruction, contains tasks,
ideas, or concepts presented in six different ways (Brimfield et al., 2002 & Hall,
2009). Cubes can be differentiated by readiness, interest, or learning profiles. Students
roll the cube a predetermined number of times and are required to do the assignments
that “land” on the top of the cube. This creates a range of learning activities
throughout a lesson. Cubing is used to create more interesting assignments for the
students, as well as being engaging and motivating.

Hall (2009) describes one more strategy called compacting. Compacting is the
modification of instructional elements to determine pre-mastered material. Instead of
students having to relearn material that they already know, the material will be
replaced with more 15 challenging content or deeper thinking. George (2005) also
parallels this strategy by advocating for “appropriately challenging tasks for
individuals, emphasis on personal growth, and consistent opportunities for advanced
learners to extend their knowledge, thought, and skill”. Levy (2008) focused on
assessment strategies as well as teaching strategies. She maintains that “assessment is
a tool is more than a test”. Pre-assessments, formative assessments, and summative
assessments should all be used with differentiated instruction. Pre-assessments help
the teacher gauge what a student already knows about a topic. Many forms of
formative assessments exist and will guide a teacher in implementing further
instruction. Summative assessments can be varied in form and inform the teacher if
the student has successfully mastered the material. When all of these assessment types
are used in a differentiated classroom, a teacher is better able to prepare lessons and
materials that are aligned with students‟ varying ability levels. Using multiple forms
of assessment helps a teacher keep track of the progress of each student. Assessments
will also help to notify the teacher of any students that are struggling with specific
content so that it may be adjusted in a timely manner.
Susmitha (2014) conducted a study on overcoming exclusion through
inclusive approach. The investigator selected three differentiated instructional
strategies namely learning station, tiered lessons and graphic organizers. The study
proved that the selected strategies were effective

Dixon et al. (2014) focussed on teacher efficacy as a way to explain
teacher willingness to differentiate instruction. They found that a great number of
professional development hours in differentiation of instruction were positively
associated with both teacher efficacy and the teachers sense of efficacy beliefs. This
study demonstrated that teacher efficacy is an important dimension in implementing
the process of differentiation regardless what level or content area the teacher
taught.
Jager (2013) conducted a study among teachers to identify the existing
challenges that implementation of differentiated learning activities faces and to
provide possible guidelines on how to differentiate in the classroom .The study
proved that the respondents had a negative perception of the implementation of
differentiated learning activities an experienced several challenges in its
implementation. Collins (2013) developed a research project to design and
implement choice activities like tiered – laboratory investigations and activity menu
within the chemistry classroom to more appropriately teach and assess chemistry
concepts and assess understanding of those concepts. Gains in conceptual
understanding and student motivation were documented .It is found that allowing
choice and levelling of skills to achieve the same conceptual understanding prompted
student learning and the overall enjoyment and motivation for learning.
Nancy (2013) conducted a pre experimental study in which two groups of
high school students with and without diagnosed disability were assigned to two tiers
of intervention. The double doses students received instruction with co Algebra I
curriculum and Algebra readiness program whereas the single dosed students only
received the Algebra readiness intervention. The study proved that double dosed
students showed significant growth on the end of year , grade level assessment as
compared to those students who only participated in the intervention.
Hatch (2012) evaluated the properties of a 37 – item survey designed to
measure a schools implementation of a multi –tiered support system (MTSS ). The
analysis of the study did not reveal any significant differences nor were there any
significant co relations between survey score total and student outcomes. Reliability
of the survey was strong but further refinement is needed to improve the survey`s
ability to discriminate between implementation level.
Williams (2012) conducted a quantitative quasi – experimental research and
examined the effects of differentiating instruction on VII grade student performances
on standardized mathematics assessments using a repeated – measures design. Study
proved that significant differences between students who received the intervention
compared to students who were instructed traditionally were inconsistent for each
research trial
Stevens (2012) in an exploratory study described elementary, general
education teachers report of self efficacy in using evidenced based on instructional
strategies which is to differentiate instruction for students with disabilities based on
the studies it is observed that general education teachers in this study reported feeling
confident in using routine strategies and content strategies. It is noticed that general
education teachers reported feeling very confident in using on the spot strategies.
Firmender (2012) examined the range of reading fluency and comprehension
scores the students in five diverse elementary schools , including a gifted and a
talented magnet school. It is observed that a range in reading comprehension across
all schools of 9.2 grade levels in grade 3 , 11.3 in grade 4 and 11.6 in grade 5.
According to this study a wide range of oral, reading fluency scores was found across
all elementary schools and observed that students scored from below the 10th
percentage to above 90th percentage and the study of Firmender shows that a wide
range of reading achievement in diverse population of students, including gifted
students and those who need for teachers to differentiate both reading content and
instruction which enable all students to make continuous progress in reading.
Barnes (2012) identified teachers who successfully Differentiating
Instruction (D. I.) and those who were unsuccessful in Differentiating Instruction
based on the achievement of the students. It is revealed that many of the teachers who
did not differentiate perceived themselves as going to great length to achieve the
needs of all the learners when they actually taught total lessons at one level and also
many of the teachers who Differentiating Instruction which did not perceive
themselves as teachers who are able to vary the instructional strategies based on the
needs of the students.
Haynes (2012) analysed the impact of implementing response to intervention
(RTI) , a three - tiered system of intervention of increasing intensity , for reading.
This designed tested for effects in school outcomes overall and for students receiving
special education. Study suggested early positive effects of implementation on overall
third grade reading scale scores.
Julie (2011) conducted a study to test the effectiveness of learning centers in
increasing student motivation and enhancing the knowledge of multiplication facts
of third grade students. The study revealed that learners find comfort in centers and
felt it helped them remember their facts.

Venable (2011) investigated five different instructional strategies and their
effects on increasing active student engagement , higher order thinking and also the
spiritual growth during adult Sunday school lessons. The study of Venable from
the teaching strategies survey reveals that the adult students perceived that taking
notes, graphic organizers, homework and summarization helped the students those
who learn the Sunday school lessons. The study also reveals that the majority of
students perceived that co-operative learning helped them to learn the lessons. The
findings like graphic organizers, co-operative learning and the summarization helped
the students to be actively involved during the Sunday school lessons.
Reis et al. (2011) in an experimental study examined the effect of a
differentiated , enriched reading programme on students , oral reading fluency and
comprehension. By using the methods like multilevel modelling, significant
differences shows that the differentiated programme were found in reading fluency in
two schools and also in reading comprehension in the high –poverty urban school,
which has no achievement differences among the remaining schools. This study also
concluded that an enrichment reading approach, with Differentiating Instruction and
less whole group instruction, which was effective as or more effective than a
approach of a traditional whole group.
Baca (2011) focussed on implementation of a multi- tiered framework for
educational reform, known as Response to Intervention (RTI) , in the entire nation.
The study proved that RTI is an effective way to organize instructional efforts for
struggling students.
Kesteloot (2011) conducted an action research project and investigated how
differentiation of mathematics instruction affected student`s attitudes about

themselves as mathematicians as well as the impact on student`s mathematics
achievement when they received any math instruction that was differentiated based on
their learning styles. There is noticeable growth in both control group and
experimental group math achievement.
Hockett(2010) in her qualitative study used grounded theory methodology
two explore in depth the influence of lesson study on how teachers plan for
,implement, and understand differentiation.It is found that lesson study enhanced the
flexibility of teachers planning and instructional frameworks, the application of new
instructional strategies, and proactive management of differentiation
The main objective of the study by Lange (2009) was to fill a gap in research
that looks at how teachers at high school level being using differentiation
methodology in their classroom. The study revealed that even though the teachers in
the study found strategies that were differentiated in a style which will be helpful to
them in their class room , daily activities such as planning and management become
more difficult when trying to differentiate. It is also observed that planning lessons
differentiated in style and also managing the students behaviour in the classroom
when students were engaged in differentiated activities which leads the teachers to
feel anxious and overwhelmed. As a result benefits of Differentiating Instruction that
were seen with the students who included an autonomy and self esteem.
Luster’s (2008) intention was to contrast whole class and to differentiate
instruction to determine which is the most effective instructional strategy in an
inclusive environment of the class room. Results are analysed and observed statically
significant differences in student achievement levels when compared to the students

taught utilizing whole class instruction and Differentiating Instruction based on the
difference in teachers attitude.
Simpkin’s (2007) study revealed the effect of differentiated curriculum
enhancement with peer tutoring on the achievement of at- risk and normally achieving
students in science. A crossover design was implemented in three fifth grade inclusive
classes, consisting of typically achieving students, students at- risk and students with
learning disabilities. The study revealed that a significant interaction between
experimental condition and treatment order, suggesting an advantage for students
using differentiated curriculum enhancement.
Miller (2007) conducted a study to examine the effective differentiation of
instruction in reading relates to classroom management and to know how the two
work together help students to develop reading skill in inclusive classroom settings
.The study noticed that there is a significant negative relationship between teachers
use of differentiated reading instruction and Oral Reading Fluency subtest was
conducted to the entire classroom for assessment .It is also observed that the negative
correlation indicated that when teachers differentiate reading instruction ,it is do so
with the most struggling readers in the classroom, and the differentiating is based on
need of the student. The multiple regression analysis indicated that teachers use or
differentiated reading instruction and classroom management structures made the
students to achieve same gains in fluency regardless of reading ability .This also
pointed out that the teachers who implemented these strategies are levelling the
playing field ,and in essence ,it also maintain a certain gap between struggling and
proficient readers.
D`Angelo (2006) examined the viability of instructional strategy flexible“
ability grouping” in primary and middle schools. The study proved that students who
were given intervention developed reading comprehension skills at a greater rate
than who were treated conventionally.
Richards (2005) conducted a study to examine a method of curriculum
differentiation, tiered instruction for effectiveness in improvement academic
achievement in a secondary science course. The learners in the treatment group of
those with lower background knowledge as a group achieved as well as the learners
in the treatment group mid- range learners are better than the control group mid –
range learners. The higher background learners in both groups overall made equal
gains. The study proved that significant achievement gains can occur when
curriculum is differentiated according to the readiness level of the learners.
In the article King –Sears, and Margaret (2005) provide suggestions for
designing and managing learning centers , including a center for small group
instruction . Organizing and designing learning center activities requires planning so
that students are engaged in meaningful learning tasks and the task are differentiated
for varied learning levels.
Johnson (2003) conducted a study on undergraduate teachers differentiating
instruction to suite different ability levels .Student teachers were encouraged to
differentiate content and process ,using learning centers , different reading materials
and different strategies. The study revealed that the use of differentiated techniques
proved to be engaging stimulated student interest and providing a gratifying
experience for the teachers, while the undergraduate teachers appeared to benefit from
a rewarding experience.
Yookyung (2003) investigated whether effective learning centers can
contribute to the maintenance of children`s helping, sharing ,caring and cooperating
behaviours during the remainders of school hours. Children`s pro social behaviour
can be found more frequently at the schools with extensive learning centers than those
with limited learning centers, both group activity and individual play.
Trends in the Review of Differentiated instruction
The above mentioned studies provide an insight in to the implementation of
differentiated instruction in the regular schools. From the review of related literature,
majority of the studies supports the use of differentiated instructional approach. A
great deal of researches has been conducted on differentiated instructional strategies
which proved that this instructional strategies are better than traditional teaching
learning process. The need for differentiated instructional strategies were supported
by Koski (2005) , Vander Boom (2005) and Ziegler (2010) .
Many more researchers offer a wide variety of strategies for use with
differentiated instruction. For example, Heacox (2009) advocates for choice boards,
tic-tac-toe boards, two-by-two boards, and show-and-tell boards. Anderson (2007)
also discusses strategies for use with implementing differentiated instruction, such as
choice boards and product option sheets. Anderson (2007) suggests that “starting
differentiation may begin with the creation of learning profiles; simple profiles of
each student containing pertinent information specific to learning preferences, family
structure, favourite hobbies and interests, and other aspects of interest”. These ideas
can be reproduced and adapted for many age groups and ability levels. 16 Some or all
of the aforementioned strategies can be used in a differentiated classroom. When

teachers vary their instructional methods and strategies, a teacher is more able to
reach students by ability levels and content interests.
From the close review and analysis of the study it can be concluded that when
practiced effectively with appropriate instructional strategies, teaching can be made
fruitful. This fact had urged the Investigator to explore and extent the scope of
differentiated instructional strategies for effective remediation of the `hard spots’
in learning organic chemistry at higher secondary level.
3.3 Studies related to Gallery Walk Strategy
According to Perez (2014), the Gallery Walk is an activity that allows the
students to actively generate and display their ideas around the classroom in an
interactive way. These shared responses are group project in the learning community.
This discussion technique gets students out of their seats and into a mode of active
engagement. It allows for formative assessment, as teachers can see students’ levels of
understanding about topics of study. It means that, the students make a discussion that
allows them to gets out from their chairs in order to get a point of the topics. This
activity helps students to understand the topic by discussing the material together
among the participants in the classroom. It helps teacher to brain storm the students
to increasing their knowledge. There are some procedures in applying the Gallery
Walk Strategy .
Hadi (2012) Carried out a study on teaching speaking by combining gallery
walk with round robin strategy at senior high school .The combination of gallery walk
and round robin strategy makes students have good skill in daily conversation because
with the strategy there is the action step where the students should practice their oral
ability with his/ her friend in front of the class.

According to Bower and Keisler (2011) gallery walk is a strategy requires the
students to visually represent their knowledge to unit of study. This strategy allows
students to explore the usage of academic language in a low stress environment while
receiving feedback from their peers.
Hogan and Cernusca (2011) conducted a study on the topic , integrating
gallery walks and Wikis in a synergic instructional activity: an exploratory study of
students’ perceptions
The quantitative analysis of the data collected with a survey tool focusing on
involvement with the instructional process used (Gallery Walks) and the tool used to
complement this process(Wiki), indicated that students perceived Gallery Walks as
significantly more involving than the lecture of the class while the Wikis were
perceived on the same level of involvement with the lectures. In addition when
directly comparing the two strategies, Gallery Walks were perceived as significantly
more involving than the Wikis. This last finding suggest that active learning
classroom activities such as Gallery Walks have a stronger and quicker impact on the
dynamics of the classroom while online tools like Wikis provide an out-of-class
extension of the activities that are initiated and facilitated during the lectures.
Students’ open-ended feedback on the two instructional tools complemented these
quantitative findings. The strengths indicated by the students clearly indicate the link
these strategies made the real-world problems and deeper understanding of topics at
hand. On the other hand, weaknesses and the suggestions related to them by the
students showed that Wikis and their related activities need more support.
Eller and Sheila (2009) considered gallery walk as a strategy in which the
students are connected to a successful event. They also added that the strategy make
the students to have an experience become much more meaningful when they can
actually “see” it for themselves.
Klippel (1992) considered gallery walk as a strategy which can make the
students identify the concepts or issues about significant learning from the topic under
consideration.
Trends in the Review of Gallery Walk
Review of literature showed that only a few studies have been done on this
relatively novel approach .No study is reported in India. Studies at abroad are also
limited .All the reported studies proved the advantage of this strategy on Conventional
Lecture Method. Studies done by Perez (2014), Hadi (2012), Bower and Keisler
(2011), Hogan and Cernusca (2011), Hogan and Cernusca (2011), Eller and
Sheila (2009)& Klippel (1992) were all highlighted the efficacy of this strategy .So
the Investigator selected this strategy as one of the methods for differentiated
instruction .
3.4 Studies related to Flipped Classroom
The flipped classroom model of instruction is a relatively new teaching
strategy attempting to improve student engagement and performance by moving the
lecture outside the classroom via technology and moving homework and exercises
with concepts inside the classroom via learning activities (Bergmann & Sams, 2012;
Brunsell & Horejsi, 2011; Tucker, 2012& Young, 2011). The core idea with this
blended learning strategy is to flip the common instructional approach: instruction
that used to occur in class is now accessed at home, in advance of class, via teacher-
created videos and interactive lessons, and work that used to occur outside of the
classroom is now completed in class in the presence of the teacher. Using this
inductive approach, Tucker (2012) stated class becomes the place to “work through
problems, advance concepts, and engage in collaborative learning”
This research study sought to bring about improvements in student
engagement and performance through the implementation of the flipped model of
instruction in the Higher secondary Organic Chemistry classroom. Changes in the
student participants’ perceptions and attitudes were evidenced and evaluated through
the completion of a pre- and post-test.
Being a relatively novice approach, research on the flipped model of
instruction is extremely limited (Baker, 2000; Davies, Dean, & Ball, 2013; Johnson &
Renner, 2012; Lage, Platt, & Treglia, 2000; Strayer, 2007; Talley & Scherer, 2013 &
Vaughan, 2014). A study located examined the effects of the flipped model of
instruction on student performance and achievement at the secondary level.
Specifically, the study inspected the efficacy of the flipped model of instruction in a
high school computer application course (Johnson & Renner, 2012). Thus, the need to
further investigate this instructional strategy at the secondary level, especially in the
content area of chemistry, is critical to deeming this approach as effective and useful.
Kaltura (2014) surveyed individuals from both higher education and K-12
schools about the use and role of videos in education. Respondents worked in a
variety of contexts including teaching, IT and instructional design. Using videos
within the context of a Flipped Learning model was fairly common with 48% of
respondents reported using videos for flipping classrooms. More than half of
respondents (57%) also believed that “flipped classrooms will become a standard
teaching practice in higher end.” Although not specific to the flipped classroom,
respondents also reported on the impact of videos on the experience of learning and
teaching. Respondents held positive views on the role of videos with 90% stating that
videos improve the learning experience, 89% stating the videos have a positive impact
on students’ satisfaction from the learning experience and 73% stating that videos
increase teacher satisfaction from their teaching experience.
Vaughan (2014) studied pre service teachers’ perceptions of the flipped
model of instruction as an instructional strategy to reach a classroom full of millennial
learners. She argued millennial learners, also known as digital natives, often have
access to information at their fingertips and prefer to learn in active and collaborative
environments. Specifically, Vaughan stated the flipped model of instruction provides
educators with the means to integrate effective use of technology in their classrooms
to promote an active, collaborative environment. Results of her study revealed that
flipped classroom improved student engagement, increased student-teacher feedback
and promoted self-paced learning.
As with K-12 education, not all of the research on implementing the Flipped
Learning model in higher education settings supports its effectiveness. Lape, Levy,
and Yong(2014), professors at Harvey Mudd College, have embarked on a multi-year
study of the impacts of the Flipped Learning model on student achievement in STEM
courses. This study is supported by a federal grant from the National Science
Foundation. As of the second year of their study, they have found no significant
differences in student learning between newly developed flipped classrooms and their
traditional, yet interactive, lecture classes (Lape et al., 2014). Given their findings,
these researchers highlight an important consideration for future research on the
Flipped Learning model: the question isn’t whether this model is or is not effective,
but rather, under what conditions can it be most effective. Making blanket statements
oversimplifies the complex education process that is impacted by student, teacher and
institutional factors (Lape et al., 2014) The Flipped Learning model clearly shows
promise, so the next step is understanding how teachers can apply it in ways that are
most beneficial for students.
The white paper, entitled “Exploring the Fringe: Flipping, Microcredentials,
and MOOCs,” (2014) states that “flipping[learning] can also be particularly powerful
for organizations in the business of adult continuing education and professional
development because it can address three critical areas: marketing, business model,
and learning”). The report predicts continued growth in the flipped model as people
continue to feel strapped for time and want to make best use of time spent with peers,
teachers and facilitators (Tagoras and Ignite, 2014).
The Flipped Learning model has also been successfully applied in a graduate
school setting. Over the course of three years, Mumper at the University of North
Carolina’s Eshelman School of Pharmacy has evaluated the impact of flipping Basic
Pharmaceutics II (a first year pharmacy school course). In 2011, he taught the course
using a traditional lecture style that he had used for years, then in 2012 he
experimented with flipping the course. The graduate students watched video-recorded
lectures outside of class and spent class time taking quizzes on handheld devices,
working on applied problems, and making presentations to their peers on their
readings. Average final exam scores increased significantly from 160.06 (out of 200
points) in 2011 to 165.48 in 2012 (McLaughlin et al., 2014). In a separate article
(McLaughlin et al., 2013), the researchers compared final exam scores of students
taking the course at satellite campuses (13 students in 2011 and 22 in 2012) and found
no significant differences. These findings may be partially attributable to the small

sample size of satellite students. In an Atlantic article titled “The Post-Lecture
Classroom: How will Students Fare?” by Meyer (2013), Mumper reported that he
taught the flipped class again in 2013 and final exam scores increased by an additional
2.6% (about 5 points).
A report released in May Tagoras(2014), a consulting firm specializing in the
global market for lifelong learning, surveyed trade and professional associations about
learning trends. Out of 157 organizations that responded to a question about new
learning approaches, 5.3% of the organizations indicated they were currently
providing Flipped Learning for continuing education and professional development,
and 10% said they planned to offer this in the next twelve months. The survey was
sponsored by Digital Ignite and draws on data collected in a survey conducted in late
2013.
Student evaluations also highlight aspects of the Pharmacy course relevant to
student performance and engagement. After taking the flipped section of the course,
students indicated that learning content prior to coming to class, applied in-class
activities and in-class discussions were more important for their learning
(McLaughlin et al., 2014). Self-reported attendance also increased compared to the
previous semester. These findings suggest that the fundamental elements of the
Flipped Learning model were visible to students and that students recognized the
positive impact they had.
Missildine et al. (2013) hoped that by providing students with videos and
lectures to watch outside of class instructors could spend class time on case
simulations and activities that were relevant to the real world practice of nursing.
Over three semesters, students in two health-nursing courses were taught with
different modalities. Students were either taught with classroom lectures; classroom
lectures plus access to video-recorded lectures outside of class; or with a fully flipped
model where students watched video outside of class and spent class time on
interactive activities. On average, students in the flipped sections scored slightly
higher on course examinations (81.89) than students in either the traditional lecture
(79.79) or traditional lecture plus video lecture (80.70) sections. Over the course of
the study, Missildine reported that an additional 47 students received passing grades
in these courses as a result of the changes. Despite the increase in student
achievement, students in the fully flipped sections were least satisfied with courses,
which the researchers believe may result from perceptions of increased workload in
the flipped sections
Not all the evidence suggests that the Flipped Learning model always
increases student achievement. As part of an unpublished dissertation, Clark (2013)
implemented Flipped Learning in two 9th grade Algebra I classes at a public high
school in Louisiana for seven weeks, the equivalent of one grading period. Students
watched video presentations and listened to instructor-created podcasts outside of
class and spent class time working on hands-on and real-world applied mathematical
problems. Students scored on average 80.83 on the end-of-unit test, which did not
significantly differ from the scores of students in a traditional lecture class (80.00)
who took the same exam (Clark, 2013).
Talley and Scherer (2013) flipped an undergraduate psychology course,
comparing it to previous semesters of traditional format, and discovered an increase in
retention and engagement with the flipped model of instruction. The increase in
retention and engagement resulted in improved performance on the midterm and final
exams.
Davies et al. (2013) and Talley and Scherer (2013) agreed that students
appreciated the flexibility of accessing course materials, particularly course lectures,
on various mobile devices at a time convenient for them.
Wilson (2013) implemented a partially Flipped Learning model in an
undergraduate statistics course for social science majors at Capital University in Ohio.
Because students learned the material outside of class by reading the textbook and
utilizing online resources, the instructor spent less class time on direct instruction
through lecture. Students instead spent class time working applied problems focusing
on the real world application of statistics. Students performed better in the flipped
sections and demonstrated enhanced statistics knowledge compared to those in
sections taught using a traditional lecture format the previous year. In the flipped
sections exam scores increased, on average, 6.73 points compared to the previous year
while final grades in the course increased, on average, 9.99 points.3 An important
caveat to consider regarding final grades is that the grading structure in the flipped
section differed from previous semesters. The instructor introduced new graded
assignments in the flipped sections, such as group homework representing 20% of
students’ grades, which may account for some of the differences in final grades.
Students in all sections also took an independent statistical knowledge test
administered at the beginning and end of the semester. While students in the flipped
and traditional sections scored similarly (10.03 and 9.77, respectively) at the
beginning of the semester, at the end of the semester, students in the flipped sections
scored significantly higher (18.00 vs. 16.00).4 Students also had positive impressions
of the Flipped Learning model. Based on student evaluations, Capital University
provides a percentile rank for each course comparing student evaluations with other
similar courses (i.e., social science courses). The percentile rank for this statistics
course increased from 47.20 before the flip to 56.75 after the flip indicating that
students were more satisfied with the Flipped Learning model.
Several studies documented an increase in students’ academic performance
within the flipped classroom (Davies et al., 2013; Talley and Scherer, 2013).
Davies et al. (2013) compared a traditional introductory spreadsheet skills course
with a flipped model and found the flipped model of instruction to be more effective.
The flipped classroom students demonstrated higher levels of motivation and
improved academic performance when compared to the traditional students.
Sonic Foundry and the Center for Digital Education (CDE) (2013),
surveyed 309 higher education faculty members about the Flipped Learning model,
which they defined as “using some kind of technology to present what was previously
conducted in person outside of class in advance of a classroom meeting” (Morris &
Brown, 2013). A majority (56%) of respondents reported that they were either
currently implementing or planned to implement the Flipped Learning model. Those
using the Flipped Learning model generally viewed the experience positively with
57% saying that their implementation had been either successful or extremely
successful and 83% reporting a positive change in their attitude toward teaching since
flipping. Regarding student performance and perceptions, over 80% of teachers
reported that after flipping they saw improved mastery of information, retention of
information and student attitudes. The survey also assessed factors influencing
decisions to implement the flipped classroom. The most commonly reported factors
were an improved learning experience for students, availability of technology needed
to implement the model and support for the flipped classroom in initial studies.
Ruddick (2012) in an unpublished dissertation, suggests that the Flipped
Learning model may have a positive impact on student performance in subsequent
courses within a major. In the fall of 2011, instructors at the University of Memphis
flipped two sections of CHEM 1100, Preparation for General Chemistry, designed to
prepare students for the foundational chemistry course. Of the students who took the
flipped sections of the preparatory course, 73.7% received a grade of C or better in
General Chemistry, compared to 48.4% of students who took traditional sections of
CHEM 1100, and 52.5% of all students taking General Chemistry. These findings
suggest that implementing the Flipped Learning model in CHEM 1100 better
prepared students for later chemistry courses.
Dill (2012) compared the performance of two seventh grade classrooms at
Ashland Middle School (MA) as part of a project for her Master of Education
program. Dill compared these classes during a two-week period when one class
received flipped instruction while the other received traditional lectures. In the flipped
class, students watched video lectures outside of class and participated in project-
based learning and workbook assignments in class. While homework completion rates
were similar for both sections before introducing the flipped model (79.8% vs.
79.1%), homework completion increased over the two-week period in the flipped
class (to 98.7%) but remained fairly constant in the traditional class (at 81.4%).
Homework in the flipped class differed from that in the traditional class, which may
explain some of the differences in completion rate. In particular, homework for the
flipped class involved watching the videos, taking notes and completing tasks related
to class projects while homework for the traditional class consisted of workbook
assignments.
Dill also assessed student performance on a French grammar quiz and written
assignment before and after the flip. In the traditional class, average scores on both
the grammar quiz (75% to 76%) and written assignment (89.7% to 87%) remained
fairly constant; in contrast, students in the flipped class scored better after the flip on
both the grammar quiz (78% to 88%) and written assignment (87.3% to 92%). Dill
noted in her report that she had fewer disciplinary actions based on disruptive
behavior (such as verbal warnings and detention) in the flipped class compared to the
traditional lecture class.
Roshan (2012) discussed her experience with the Flipped Learning model on
CNN’s Schools of Thought blog. Stacey Roshan, an AP Calculus teacher at Bullis
School, MD, decided to flip her course by having students watch videos outside of
class, using a detailed note taking process, and then using class time for students to
work individually and in small groups on calculus problems. Stacey was encouraged
by her students’ results on the AP exam after flipping her course. She stated the
proportion of students who scored a 4 or a 5 on the AP exam increased from 58% the
previous year to 78% after the flip .After flipping, no students scored below a 3.
Inspired by Stacey’s success with the Flipped Learning model, her mother, Wendy
Roshan, a math teacher at the Madeira School, VA, implemented it in her first year
teaching AP Calculus. She also reported success, stating that after the first year of
flipping 80% of her students scored a 4 or 5 on the AP exam (Roshan & Roshan,
2012).
Implementing the flipped model of instruction in a high school computer
application course, Johnson and Renner (2012) hypothesized students in the flipped
classroom would benefit more due to the transitioning of class time from lower-level
activities to collaborative group work. However, the students did not fully embrace
the flipped classroom expectations. .They assumed the “failed attempt at the flipped
model of instruction is what caused such varying results, rather than the intervention
itself”
Faculty at the University of British Columbia, including 2011 Nobel Laureate
Wieman, examined the impact that flipping a section of Introduction to Modern
Physics had on student learning. By assigning students readings and quizzes outside
of class, class time was reserved for applied and interactive activities and peer
discussion, which the authors thought would enhance conceptual mastery of the
material. Professors Deslauriers and Wieman (2011) compared the performance of
students in the flipped section with that of students taught using a traditional lecture
format the year before. At the end of both sections, students took the Quantum
Mechanics Concept Survey (QMCS), a measure of quantum mechanics knowledge
which was a topic heavily featured during the course. Students in the flipped section
scored significantly better on the QMCS (85% vs. 67%) suggesting that the Flipped
Learning model has a positive impact on student learning. The professors found no
difference between the sections in retention of the quantum mechanics knowledge
when students retook the QMCS six or eighteen months later.
Strayer (2007) reported in most instances where the flipped model of
instruction is used, the goal is to create an active learning environment during class
meetings while ensuring content coverage. Incidentally, his study’s findings, which
compared the flipped classroom and the traditional approach in two different college
level introductory statistics courses, showed the flipped classroom students were less
satisfied with how the structure of the classroom oriented them to the learning tasks in
the course. Strayer argued the flipped classroom was “better suited for certain
classrooms and courses than others”.
Day and Foley (2006) compared the impact of the Flipped Learning model on
student performance and perceptions in a Human-Computer Interaction course at the
Georgia Institute of Technology. They flipped a standard lecture course such that all
but three class lectures were moved online and were watched outside of class. The
videos combined were nine hours in length, so the class met less frequently (seven
fewer class meetings) to control for time spent on task. During the remaining class
meetings, students spent time engaged in hands-on learning activities including small
breakout group discussions, presentations, and design critiques. The performance and
perceptions of students in this flipped section were compared to students in a standard
lecture section. Students in the flipped section performed significantly better on the
semester project and final course grades—88.23% vs. 79.95% (Day & Foley, 2006).
While students in the flipped section scored higher on both the midterm (86% vs.
82.44%) and final exams (87.53% vs. 83.60%), these differences were only
marginally significant. Finally, students in the flipped section were generally satisfied
with the format, and their attitudes towards the format became increasingly positive
over the course of the semester.
Baker (2000) had a vision of using electronic means to cover rote material
outside of class. He realized during a college lecture that his students were capable of
retrieving the notes and slide presentations themselves and encouraged them to do so.
In class, rather than lecturing, Baker allowed his students to work together on
applications of the principles from the content. under his guidance and direction.
Students had a positive perception toward the flipped classroom, indicating learning
was more personalized, cooperative learning groups fostered critical thinking, and
online resources provided students more control over their learning.
Lage et al. (2000) flipped their college economics courses and found parallel
results. Students thought it was easier to ask questions during class, enjoyed learning
from their peers, and found the video lectures online to be quite valuable.
Trends in the Review of Flipped Class room
Several studies documented an increase in students’ academic performance
within the flipped classroom (Davies et al., 2013; Talley & Scherer, 2013). Davies
et al. (2013) compared a traditional introductory spreadsheet skills course with a
flipped model and found the flipped model of instruction to be more effective. The
flipped classroom students demonstrated higher 96 levels of motivation and improved
academic performance when compared to the traditional students. Likewise, Talley
and Scherer (2013) flipped an undergraduate psychology course, comparing it to
previous semesters of traditional format, and discovered an increase in retention and
engagement with the flipped model of instruction. The increase in retention and
engagement resulted in improved performance on the midterm and final exams.
Davies et al. (2013) and Talley and Scherer (2013) agreed students appreciated the
flexibility of accessing course materials, particularly course lectures, on various
mobile devices at a time convenient for them. Most recent, Vaughan (2014) studied
pre service teachers’ perceptions of the flipped model of instruction as an instructional
strategy to reach a classroom full of millennial learners. She argued millennial

learners, also known as digital natives, often have access to information at their
fingertips and prefer to learn in active and collaborative environments. Specifically,
Vaughan stated the flipped model of instruction provides educators with the means to
integrate effective use of technology in their classrooms to promote an active,
collaborative environment. Results of her study revealed that the flipped classroom
improved student engagement, increased student-teacher feedback, and promoted self-
paced learning. While research on the flipped model of instruction is in its early
stages, this review of literature indicated the need for further research to better
evaluate the instructional strategy’s effectiveness in terms of student performance,
motivation, and engagement.
3.5 Studies related to Cubing
Cubing, another strategy used with differentiated instruction, contains tasks,
ideas, or concepts presented in six different ways (Brimfield et al., 2002 and Hall,
2009). Cubes can be differentiated by readiness, interest, or learning profiles. Students
roll the cube a predetermined number of times and are required to do the assignments
that “land” on the top of the cube. This creates a range of learning activities
throughout a lesson. Cubing is used to create more interesting assignments for the
students, as well as being engaging and motivating. As it is a relatively novice
approach, research on cubing instructional model is extremely limited. So in order to
explore the possibilities in terms of total as well as objective wise achievement such
as knowledge, understanding, application, analysis, synthesis and evaluation, the
Investigator selected this strategy as one of the methods for differentiated instruction .
Conclusion
The review of related studies is a crucial aspect of the planning of the study
and the time spent such a way for conducting a survey invariably is a wise investment
.It is actually a forerunner for the research worker and shows how to proceed further.
Thus the Investigator searched different types of studies and reports related to the
topic. The review of related literature helped a lot in developing a wider prospective
of the variables selected for the study. It also helped the Investigator to have an
extensive information about educational diagnosis, remediation and different
instructional strategies.The empirical studies lead the Investigator to conclude that to
bring desired outputs in learners, it is essential to develop instructional strategies in
an interesting manner.The insight enacted from a thorough analysis of the research
reviews provide an impetus to the present study. It made possible for the Investigator
to frame hypotheses and select suitable methods and tools for the study. The method
adopted, the analysis and interpretation made and findings and conclusions derived
are presented in the successive chapters.

Review of Related Literature

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Review of Related Literature 99

REVIEW OF RELATED LITERATURE

3.1 Studies Related to Educational Diagnosis and Remediation

3.2 Studies Related to Differentiated Instructional Strategies

3.3 Studies Related to Gallery Walk

3.4 Studies Related to Flipped Classroom

3.5 Studies Related to Cubing

REVIEW OF RELATED LITERATURE

The review of related literature implies locating, studying and evaluating

source of a significant problem and explanatory hypotheses and provide helpful

comparative data for interpretation of results. In order to be truly creative and

activity oriented towards approaches already discarded by previous Investigators and

even more important, erroneous findings based on a faulty research design.

Merten(2010) review of literature establishes historical perspective on the intended

a substantive and methodological rationalization of the study and it provides guiding

hypotheses, suggestive methods of investigation and comparative data.

reported systematically. After reviewing the literature and studies, researcher

classified them under the following areas of concern.

3.1 Studies related to Educational Diagnosis and Remediation

3.2 Studie related to Differentiated Instructional Strategies

3.3 Studies related to Gallery Walk

3.4 Studies related to Flipped Classroom

3.5 Studies related to Cubing

3.1 Studies related to Educational Diagnosis and Remediation

Ambasna (2009) had done a study on Utilization of CT in remedial

out the effectiveness of CAI programme as a remediation treatment by comparing the

interpretation of the results obtained CAI in remediation task was found to be

Pillai (2009) conducted a study on the effectiveness of remedial programmes

remedial programmes were more effective than conventional direct instruction

method in the teaching of mathematics at primary level.Rajeswary’s (2004) study

on preparation and testing of remedial teaching materials for educationally backward

very effective for the educationally backward students.Vasudevan (2003)made a

Diagnostic Study to identify the difficulties experienced by pupils studying in

involving negative numbers due to the lack of clarity on rules of fundamental

teaching Chemistry at Vocational Higher Secondary Level. The Investigator

administered a two-tier Diagnostic test and developed remedial teaching materials on

selected difficult topics based on the Diagnostic test. Effectiveness of remedial

post-test and delayed memory achievement in Chemistry.

Geetha (2002) had done a study to test the effectiveness of remedial

programmes to improve the word-recognition skill and reading comprehension skills

of low achievers. The effectiveness of the remedial programme was studied by

Survey-cum-Experimental method. The remedial programmes developed in the study

were found to be more effective than conventional Lecture-Demonstration methods.

Crute (2000) modified a BINGO game to chemical nomenclature and

provide instruction, feedback, practice, fun and avoidance of misconception and

nomenclature without misconception. Granath and Russel (1999) developed a card

and review the symbols of the elements without much error.

Castro-Acuna (1999) developed logic puzzles as a remedial programme to

University of Nebraska-Lincoln and were found to be effective for remedial teaching.

communication difficulties. The main objective of the study was to develop

communication difficulties and to develop suitable remedial programmes to overcome

Ajitha (1999) made an experimental study on “ Self learning instruction materials

strategy of using self-learning instructional material was effective in improving the

level of a achievement. 2) SLIM was found effective in enhancing the performance of

knowledge and understanding was also significant. 5) No significant difference was

shown with respect to the retention.

Beebar (1998) analysed the difficulties experienced in learning Science as

knowledge while responding to the written questions. Duchovic (1998 ) in his

techniques were found to be equally effective for learning Chemistry at undergraduate

level without any misconception and difficulties.

to a lecture demonstration, thereby assisting in the presentation of lthree levels of

representation: microscopic, macroscopic and symbolic.