Abstract—This research is to study the cognition and implementation of Junior High School Teachers in Changhua County on Differentiated Instruction for 12-year Basic Education. Furthermore, the different background variables of the junior high school teachers about the cognition of differentiated instruction and the difference on implementation of differentiated instruction has been studied.
Questionnaire was applied in this research. The official teachers of public junior high schools in Changhua County were the study population. The stratified cluster sampling has been applied and 18 schools were selected to implement questionnaire survey. There were 600 questionnaires released and 557 valid questionnaires were returned. The valid retrieving rate is 92.83%. After the data collection, the statistical application SPSS was used to implement the data analysis and induce the conclusion by frequency distribution, percentage, mean, standard deviation, T-test, one-way. ANOVA, Scheffé Test and Pearson's product-moment.
Index Terms—12-year basic education, junior high school teacher, cognition on differentiated instruction, implementation on differentiated instruction.
Ta-Chun Chang, Chin-Chang Wu, and Ming-Shang Su are with the Department of Industrial Education, National Changhua University (NCUE), Taiwan, R.O.C. (e-mail: jackncue@gmail.com, wsh1102@yahoo.com.tw, zacd1234@yahoo.com.tw).
Chin-Wen Liao is with the Department of Industrial Education and Technology, National Changhua University of Education (NCUE), Taiwan, R.O.C. (e-mail: tcwliao@cc.ncue.edu.tw).
Cite: Ta-Chun Chang, Chin-Chang Wu, Ming-Shang Su, and Chin-Wen Liao, "The Cognition and Implementation of Junior High School Teachers in Changhua County on Differentiated Instruction for 12-Year Basic Education," International Journal of Information and Education Technology vol. 6, no. 11, pp. 863-868, 2016.