THE COMPARISON OF STUDENT INTEREST AND LEARNING OUTCOMES USING DIFFERENTIATED LEARNING IN CONTENT AND PROCESS
Keywords:
Differentiated Learning in Content and Process, Learning Outcome, Student InterestAbstract
The goal of this study is to compare students' interests and learning outcomes when using content and process differentiated learning. To determine the difference, experimental study utilizing a factorial design was used. The purposive samples for this study were students in grades XI F2 and XI F4 who picked English as an elective subject. XI F2 was taught using differentiated learning in process, whereas XI F4 was taught using differentiated learning in content. A questionnaire was utilized to collect data on learning interests, and the data were analyzed using average calculations. Learning outcomes were analyzed using one-way ANOVA. Questionnaires and students' first and second semester learning outcome ratings were utilized as the research instrument for the study. The finding of this study is that there is no significant difference of students’ interest and learning outcomes using differentiated content and process. The result highlights that differentiated instruction has a powerful method for enhancing student interest and learning outcomes.
References
Anisa, H., & Arifmiboy, A. (2021). An Analysis of Factors Influencing the students’ learning English achievement. Journal of English Language and Education, 6(2), 264-269.
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
Dixon, F. A., Yssel, N., McConnell, J. M., & Hardin, T. (2014). Differentiated instruction, professional development, and teacher efficacy. Journal for the Education of the Gifted, 37(2), 111-127.
Donker, A. S., De Boer, H., Kostons, D., Van Ewijk, C. D., & van der Werf, M. P. (2014). Effectiveness of learning strategy instruction on academic performance: A meta-analysis. Educational Research Review, 11, 1-26.
Eikeland, I., & Ohna, S. E. (2022). Differentiation in education: a configurative review. Nordic Journal of Studies in Educational Policy, 8(3), 157-170.
El-Sabagh, H. A. (2021). Adaptive e-learning environment based on learning styles and its impact on development students' engagement. International Journal of Educational Technology in Higher Education, 18(1), 53.
Faber, J. M., Glas, C. A., & Visscher, A. J. (2018). Differentiated instruction in a data-based decision-making context. School Effectiveness and School Improvement, 29(1), 43-63.
Gheyssens, E., Coubergs, C., Griful-Freixenet, J., Engels, N., & Struyven, K. (2022). Differentiated instruction: the diversity of teachers’ philosophy and praxis to adapt teaching to students’ interests, readiness and learning profiles. International Journal of Inclusive Education, 26(14), 1383-1400.
King, N., & Bunce, L. (2020). Academics' perceptions of students' motivation for learning and their own motivation for teaching in a marketized higher education context. British Journal of Educational Psychology, 90(3), 790-808.
Little, C. A., McCoach, D. B., & Reis, S. M. (2014). Effects of differentiated reading instruction on student achievement in middle school. Journal of Advanced Academics, 25(4), 384-402.
Magableh, I. S. I., & Abdullah, A. (2020). On the Effectiveness of Differentiated Instruction in the Enhancement of Jordanian Students' Overall Achievement. International Journal of Instruction, 13(2), 533-548.
Moon, T. R., Brighton, C. M., & Tomlinson, C. A. (2020). Using differentiated classroom assessment to enhance student learning. Routledge.
Morgan, H. (2014). Maximizing student success with differentiated learning. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 87(1), 34-38.
Pozas, M., Letzel, V., & Schneider, C. (2020). Teachers and differentiated instruction: exploring differentiation practices to address student diversity. Journal of Research in Special Educational Needs, 20(3), 217-230.
Prince, F. G. (2021). Middle school teachers’ use of differentiated instruction strategies (Doctoral dissertation, Walden University).
Raza, S. A., Qazi, W., & Umer, B. (2020). Examining the impact of case-based learning on student engagement, learning motivation and learning performance among university students. Journal of Applied Research in Higher Education, 12(3), 517-533.
Reis, S. M., & Renzulli, J. S. (2018). The five dimensions of differentiation. International Journal for Talent Development and Creativity, 6, 87-94.
Renninger, K. A., Hidi, S., Krapp, A., & Renninger, A. (2014). The role of interest in learning and development. Psychology Press.
Smale-Jacobse, A. E., Meijer, A., Helms-Lorenz, M., & Maulana, R. (2019). Differentiated instruction in secondary education: A systematic review of research evidence. Frontiers in psychology, 10, 472176.
Smets, W., De Neve, D., & Struyven, K. (2022). Responding to students’ learning needs: How secondary education teachers learn to implement differentiated instruction. Educational Action Research, 30(2), 243-260.
Stephens, N. M., Hamedani, M. G., & Destin, M. (2014). Closing the social-class achievement gap: A difference-education intervention improves first-generation students’ academic performance and all students’ college transition. Psychological science, 25(4), 943-953.
Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners. Ascd.
Tomlinson, C. A. (2017). Differentiated instruction. In Fundamentals of gifted education (pp. 279-292). Routledge.
