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

Author

Listed:
  • 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.)

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.

Suggested Citation

  • Javed Iqbal & Abdul Majeed Khan & Muhammad Nisar, 2020. "Impact of Differentiated Instruction on Student Learning: Perception of Students and Teachers," Global Regional Review, Humanity Only, vol. 5(1), pages 364-375, March.
    • Handle: RePEc:aaw:grrjrn:v:5:y:2020:i:1:p:364-375
    DOI: 10.31703/grr.2020(V-I).40
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    References listed on IDEAS

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    1. Michele Raitano & Francesco Vona, 2013. "Peer heterogeneity, school tracking and students' performances: evidence from PISA 2006," Applied Economics, Taylor & Francis Journals, vol. 45(32), pages 4516-4532, November.
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    JEL classification:

    • R00 - Urban, Rural, Regional, Real Estate, and Transportation Economics - - General - - - General
    • Z0 - Other Special Topics - - General

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