Assessing the Efficacy of Differentiated Math Instruction Training Using the Solomon Four-Group Design

This experimental study aimed to assess the efficacy of a training program on differentiated mathematics instruction for secondary school mathematics teachers using the Solomon Four-Group Design. A total of 100 mathematics teachers from public and private high schools were randomly assigned to four groups: two experimental (one with pretest, one without) and two control (one with pretest, one without). The intervention involved a structured 2-week training module focused on differentiated instruction strategies, including tiered tasks, flexible grouping, and formative assessment techniques tailored for math classrooms. The findings revealed that teachers in the experimental groups demonstrated significantly higher post-test scores in pedagogical competence and instructional planning compared to those in the control groups (p < .01). Additionally, no significant testing effect was observed between pretested and non-pretested groups, validating the internal reliability of the design. Teachers who received the intervention also reported higher confidence in addressing diverse learner needs, as measured by a post-intervention perception survey (M = 4.35, SD = 0.51 on a 5-point Likert scale). The results support the effectiveness of differentiated instruction training in enhancing mathematics teaching practices. The study highlights the need for sustained, evidence-based professional development programs aimed at equipping teachers with inclusive and adaptive strategies to meet varied student learning profiles. Implications for teacher training institutions and educational policymakers are discussed, with a recommendation to scale such interventions to a broader teacher population.