GEN TEFL Journal Volume 6 (2021)
E-ISSN 2520 209X
Perception and Implementation of Differentiated Instruction in Thai University
Andy Noces Cubalit, King Mongkut's Institute of Technology Latkrabang
The COVID-19 pandemic halted education all around the world. As a response to the challenges in meeting university students’ needs, modeling Differentiated Instruction is offered as one way to demonstrate how educators can incorporate instructional strategies to address students’ needs, interests, and learning styles. Differentiated Instruction is an excellent approach for repairing interrupted learning and teaching new knowledge, according to research. As a result, the perception and implementation of differentiated instruction by university lecturers were investigated. The study utilized a quantitative, descriptive survey research methodology in collecting data. The purpose of this research is to explore English university lecturers’ perception and implementation on Differentiated Instruction based on content, process and product. The study answered two questions as basis for curriculum development: 1) To what extent do university lecturers perceived Differentiated Instruction? and; 2) To what extent do university lecturers implement Differentiated Instruction?
Keywords: Differentiated instruction; learning styles; student cantered
Cubalit, A (2021). Perception and Implementation of Differentiated Instruction in Thai University. GEN TEFL Journal. Vol. 6.
Date of Publication: 30 December 2021
| Perception and Implementation of Differentiated Instruction in Thai University.pdf |
