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Investigating the relationship between the student’s Ability and Learning Preferences: evidence from Year 7 Mathematics students

100%
Othman R., Shahrill M., Mundia L., Tan A., Huda M.
The New Educational Review
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2016
|
vol. 44
125-138
EN
In the last decade, the emergence of diverse students in a streamed class based on the mathematical ability brought upon challenges for the teacher to find an approach which could accommodate all students. This study aims to investigate the connection of students’ ability with their learning preferences in mathematics by applying differentiated instruction using tiered assignments and parallel tasks. This qualitative approach was used for this study from a sample of year 7 mathematics students within Pengukuhan Kemahiran Asas programme (PeKA) (the Basic Skills Strengthening programme), which revolved upon low ability for students with very weak numeracy skills. The findings in general revealed that there is an improvement in their performance.
2
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EFFECT OF GLOGSTER AND COOPERATIVE LEARNING DIFFERENTIATED INSTRUCTION ON TEACHERS’ PERCEPTIONS

88%
Awada G. M., Faour K. H.
Teaching English with Technology
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2018
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vol. 18
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issue 2
93-114
EN
The present study investigated the effectiveness of the Glogster and cooperative learning as differentiation models of English as a second/foreign language (ESL/EFL) and Science projects. The study employed a mixed method study design whereby questionnaire and open-ended interview were incorporated to elicit the required data. Eighteen teachers along with eighteen intact classes (n=374) of grade 8 learners of English as a foreign language were randomly assigned to control and experimental conditions. The researchers collected open-ended data with the intent of understanding the meaning Science and English teachers have constructed and how they perceived differentiated instruction upon using the Glogster and cooperative learning in conducting and presenting projects. The findings proved that utilizing Glogster and cooperative learning as multifeatured model could improve students’ English and Science projects and enhance Science and English language teachers’ perceptions of differentiated instruction.
3
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Competency-Based Approach in Differentiated Instruction of English for Specific Purposes to it-Students

75%
SYNEKOP O.
Edukacja-Technika-Informatyka
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2018
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vol. 9
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issue 1
321-326
EN
The article considers the competency-based approach in differentiated instruction of English for specific purposes at university level. It also outlines professional communicative foreign lan-guage competence and interdisciplinary competence for successful differentiated instruction of English for specific purposes to information technology students of universities.
4
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Retrospective Analysis of Studies on Differentiated Instruction of English for Specific Purposes

75%
SYNEKOP O.
Edukacja-Technika-Informatyka
|
2017
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vol. 8
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issue 4
103-107
EN
The article represents the historical analysis of differentiated instruction of English for specific purposes at university level. It also defines the factors contributing to successful use of differen-tiated instruction in teaching English for Specific Purposes to information technology students of universities.
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