 The influence of differentiated instruction on the academic performance of mathematics students in universitiesNorman Rudhumbu and Daimond Dziva International Journal of Innovation and Learning, 2023, vol. 33, issue 1, 32-51 Abstract: Differentiated instruction (DI) is a teaching approach which seeks to ensure that lecturers in universities understand and respond to the different learning needs, interests and abilities of each of their students to be able to come up with teaching experiences and tasks that improve and make learning effective. The purpose of the study therefore was to establish whether there were differences in the academic performance of students taught using DI and those taught using traditional methods at a selected open university in Zimbabwe. The results showed significant differences in the academic performance of students taught using DI and those taught using traditional methods, with those students taught using DI performing much better academically. The results further showed that there was no significant academic performance differences between male and female students taught using DI. These results have implications on theory and practice with regards to the teaching of academically diverse mathematics students in universities. Keywords: academic performance; diverse students; differentiated instruction; performance differences; traditional teaching approaches; socio-cultural theory. (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:ids:ijilea:v:33:y:2023:i:1:p:32-51 Access Statistics for this article More articles in International Journal of Innovation and Learning from Inderscience Enterprises Ltd |
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