Increasing performance by differentiated teaching? - Experimental evidence of the student benefits of digital differentiation

Carla Haelermans*, Joris Ghysels, Fernao Prince

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

347 Downloads (Pure)


This paper explores the effect of digital differentiation on student performance using a randomized experiment. The experiment is conducted in a second year biology class among 115 prevocational students in the netherlands. Differentiation allowed students in the treatment group to work at three different levels. The results show that there is a significant effect of digital differentiation on the posttest score. This effect is robust to adding covariates such as students' ability, grade repetition, age, gender, class and average neighborhood income. There are no differential effects when dividing students in three groups, by ability. The results imply that differentiation in large classrooms is possible and beneficial for all students, once done digitally.
Original languageEnglish
Pages (from-to)1161
Number of pages1174
JournalBritish Journal of Educational Technology
Issue number6
Publication statusPublished - 2015

Cite this