<![CDATA[Purpose: This study examined the effectiveness of Wordwall-assisted differentiated instruction in improving sixth-grade students’ science learning outcomes. Methods: A quasi-experimental pretest–posttest control group design was employed involving 32 sixth-grade students, with 16 students assigned to the experimental group and 16 to the control group. Data were collected using a 20-item researcher-developed science learning outcomes test based on Grade VI IPAS learning outcomes and Bloom’s Revised Taxonomy. The test was administered before and after the intervention. Descriptive statistics were used to summarize students’ performance, while normality and homogeneity tests were conducted as prerequisites for hypothesis testing. An independent-samples t-test was used to compare posttest scores between groups, and Cohen’s d was calculated to determine the magnitude of the intervention effect. Findings: The results showed a statistically significant difference in posttest science learning outcomes between the experimental and control groups (p< .05). Students who received Wordwall-assisted differentiated instruction achieved higher posttest scores than those who received the Drill and Practice method. The intervention produced a large effect size (Cohen’s d= 0.92), indicating a substantial difference between the groups. Implications: The findings indicate that integrating Wordwall with differentiated instruction may provide an interactive approach to supporting science learning outcomes among elementary students. Originality: This study contributes empirical evidence on the integration of an interactive digital learning medium with differentiated instruction to address diverse learning needs in elementary science education]]>
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