The impact of differentiated instruction on the academic performance of students with special educational needs
DOI:
https://doi.org/10.51798/sijis.v6i3.1005Keywords:
differentiated learning, academic performance, student motivation, independence, inclusive education, special educational needs, educational strategiesAbstract
Background: The issue of adapting learning to the students’ individual needs is becoming increasingly relevant in modern educational practice. The aim of this study is to determine the effectiveness of different methods of differentiated instruction and their impact on academic performance, motivation, and independence of primary school students. Methods: The study employed Wechsler Individual Achievement Test-4, Academic Motivation Scale, observation and the methods of statistical analysis (Levene’s test, Mann-Whitney U-test). Results: The results showed that the average student motivation scores on the Academic Motivation Scale increased from 3.2 to 4.1 after the implementation of differentiated instruction, while student autonomy assessed on the Student Satisfaction Inventory, increased from 3.0 to 4.0. Conclusion: The implementation of differentiated instruction also proved effective in improving academic performance, as evidenced by an increase in the students’ average score from 65 to 80. The practical significance of the obtained results lies in the possibility of enhancing educational strategies and improving the quality of the educational process. Further research may focus on examining the long-term effects of these methods and integrating new technologies to enhance learning effectiveness.
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Copyright (c) 2025 Zoriana Vakolia, Halyna Shykitka, Sofiia Potiuk, Natalia Kazmirchuk, Kateryna Zelinska-Liubchenko
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