Program
Education K-12 M.A.
Number of Pages
64
Year Approved
2024
First Advisor
Grubidge, Amie Lorence
Second Reader
Lisa Silmser
Abstract
Differentiated instruction is crucial for meeting the varied needs of students by tailoring teaching methods, materials, and assessments to individual abilities, readiness and learning styles. Supported by theoretical foundations, this thesis focuses on the investigation of how differentiated instruction impacts primary students' learning outcomes and motivation, focusing on the effectiveness of different strategies, such as flexible grouping, in improving performance and understanding in subjects like mathematics and reading comprehension. It is also integrated into a range of teaching approaches such as project-based learning and school wide enrichment model. In international schools, differentiated instruction must be implemented with cultural sensitivity, taking into account students' diverse backgrounds and language skills to foster an inclusive and engaging learning environment. This includes using culturally relevant materials, providing resources that support different language needs, and applying flexible grouping. These methods will help to build up student's confidence and intrinsic motivation to learn. To evaluate the success of differentiated instruction, teachers should establish clear, measurable goals, use both formative and summative assessments, and analyze student progress and feedback. However, research on differentiated instruction faces limitations, such as a narrow focus on primary students, small sample sizes that affect generalizability, and limited exploration of social-emotional outcomes. Future research should address these gaps by exploring long-term social-emotional effects, evaluating the impact of teacher practices and professional development, and investigating how student agency influences the effectiveness of differentiated instruction.
Degree Name
Education K-12 M.A.
Document Type
Masterʼs thesis
Recommended Citation
Zhou, X. (2024). Differentiated Instruction and Student Learning in Primary Classrooms [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/1112
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