Impact of Differentiated Instruction on Student Learning: Perception of Students and Teachers

Javed Iqbal, Abdul Majeed Khan and Muhammad Nisar
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Javed Iqbal: Assistant Professor, Department of Educational Development, Karakoram International University, Gilgit-Baltistan, Pakistan.
Abdul Majeed Khan: Assistant Professor, Department of Education, University of Mianwali, Mianwali, Punjab, Pakistan.
Muhammad Nisar: Principal, Department of Education, Model High School, Shakardarra, Kohat, KP, Pakistan.

Global Regional Review, 2020, vol. 5, issue 1, 364-375

Abstract: The present study examines the perceptions and influences of the teachers and the students in relation to differentiated education. The research population contains all the academic departments of Karakoram International University (KIU). Five departments were selected as sample of the study. Moreover 5 teachers and 10 students were selected from each department. The study objectives were 1) to find out teachers perception of differentiated instruction. 2) to find out students’ perception of differentiated instruction. 3) to examine how differentiated instruction, influence student classroom learning. The questionnaire was used as a research instrument. Data were collected and the analysis revealed the following conclusion: 1) Differentiated instructions have a great influence on the students learning 2.) The teachers use Differentiated guidance for improving high-quality skills of the students. 3) Differential teaching is pervasive and promotes the learning environment in the classroom. The key recombination was made that teacher should promote and enhance differentiated instruction as a learning strategy.

Keywords: Differentiated Instruction; Learning; Academic Performance. (search for similar items in EconPapers)
Date: 2020
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Persistent link: https://EconPapers.repec.org/RePEc:aaw:grrjrn:v:5:y:2020:i:1:p:364-375

DOI: 10.31703/grr.2020(V-I).40

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