The Level of Interest or Motivation With Differentiated Instruction in Blended Learning Among Low Achieving Students
DOI:
https://doi.org/10.57142/jesd.v2i2.345Keywords:
blended learning, level of interest, motivation, innovation, differentiated instruction, low achieving studentsAbstract
The consequences of nationwide school closures in reaction to the COVID-19 outbreak are far- reaching, affecting instruction and learning over the last two academic years. Blended learning is one of the growing educational methods in the digital era. Most teaching and learning processes have actively embraced blended learning to improve quality and keep up with technological innovation. Many children require differentiated instruction to satisfy their individual learning needs. This teaching method has the potential to greatly improve the lives of at-risk students. Teachers' attitudes and beliefs can help inspire students in a variety of ways. This study will look into how differentiated instruction in blended learning affects students' degrees of interest or motivation. To collect data from research participants among low-achieving students, the current study used a quantitative research methodology (Descriptive methodology). Data was collected from low achieving students using a set of surveys to determine their level of interest or motivation in blended learning. According to the findings of this research, teachers’ differentiated instruction on blended learning had a generally positive impact on students' levels of interest or motivation. If students are given the tools they need, they can become active participants in their own educational adventures rather than passive learners.
References
Baker, J., & Young, B. (2014). Baker, J., & Young, B.W. (2014). 20 years later: Deliberate practice and the development of expertise in sport. International Review of Sport & Exercise Psychology, 7(1), 135-157. International Review of Sport and Exercise Psychology, 7, 135–157. https://doi.org/10.1080/1750984X.2014.896024
Bearne. (1996). Differentiating Instruction in Response to Student Readiness, Interest, and Learning Profile in Academically Diverse Classrooms: A Review of Literaturetle.
Bordoloi, R., Das, P., & Das, K. (2021). Perception towards online/blended learning at the time of Covid-19 pandemic: an academic analytics in the Indian context. Asian Association of Open Universities Journal, 16(1), 41–60. https://doi.org/10.1108/AAOUJ-09-2020-0079
Gamoran, A., & Hallinan, M. T. (1995). Tracking Students for Instruction BT - Restructuring Schools: Promising Practices and Policies (M. T. Hallinan (ed.); pp. 113–131). Springer US. https://doi.org/10.1007/978-1-4899-1094-3_7
Hébert, T. P. (1993). Reflections at graduation: The long‐term impact of elementary school experiences in creative productivity. Roeper Review, 16(1), 22–28. https://doi.org/10.1080/02783199309553529
Horn, S., & Miller, R. (2018). Using Blended Learning to Support Differentiated Instruction. Teacher Education Journal of South Carolina, 11.
Lou, Y., Abrami, P. C., Spence, J. C., Poulsen, C., Chambers, B., & d’Apollonia, S. (1996). Within-Class Grouping: A Meta-Analysis. Review of Educational Research, 66(4), 423–458. http://www.jstor.org/stable/1170650
Massaad, M., & Chaker, L. (2020). The Influence of Differentiated Instruction on Lebanese Students’ Motivation, Knowledge, and Engagement. International Journal of English Literature and Social Sciences, 5, 755–774. https://doi.org/10.22161/ijels.53.31
Mattis, K. (2015). Flipped Classroom Versus Traditional Textbook Instruction: Assessing Accuracy and Mental Effort at Different Levels of Mathematical Complexity. Technology, Knowledge and Learning, 20. https://doi.org/10.1007/s10758-014-9238-0
McGrath, V. (2013). The Handbook of Blended Learning: Global Perspectives, Local Designs Memorial. Canadian Journal of University Continuing Education, 33(1). https://doi.org/10.21225/d51g6h
McLaughlin, M., & Talbert, J. (1993). Contexts That Matter for Teaching and Learning: Strategic Opportunities for Meeting the Nation’s Educational Goals.
Nee, C., & Yunus, M. (2020). RollRoll Dice: An Effective Method to Improve Writing Skills among Year 3 Pupils in Constructing SVOA Sentences. Universal Journal of Educational Research, 8, 2368–2382. https://doi.org/10.13189/ujer.2020.080621
Pallant, J. (2007). SPSS Survival Manual: A Step by Step Guide to Data Analysis Using SPSS for Windows Version 15.
Renninger, K. (1998). The Roles Of Individual Interest(s) And Gender In Learning: An Overview Of Research On Preschool And Elementary School-Aged Children/Students. Interest and Learning: Proceedings of the Seeon Conference on Interest and Gender, 165–175.
Roehl, A., Reddy, S. L., & Shannon, G. J. (2013). The Flipped Classroom: An Opportunity to Engage Millennial Students through Active Learning Strategies. Journal of Family and Consumer Sciences, 105(2), 44–49. https://www.learntechlib.org/p/154467
Sergis, S., Sampson, D., & Pelliccione, L. (2017). Investigating the impact of Flipped Classroom on students’ learning experiences: A Self-Determination Theory approach. Computers in Human Behavior. https://doi.org/10.1016/j.chb.2017.08.011
Small, V. (2014). Four tips for getting to know the blended instruction model. Edutopia. https://www.edutopia.org/blog/getting-to-know-blended-learning-victor-small
Tobias, S. (1994). Interest, Prior Knowledge, and Learning. Review of Educational Research, 64(1), 37–54. https://doi.org/10.3102/00346543064001037
Tomlinson, C. (2001). How to Differentiate Instruction in Mixed Ability Classrooms.
Tomlinson, C. A. (1999). The Differentiated Classroom: Responding to the Needs of All Learners.
Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners, 2nd Edition. ASCD. https://books.google.com.my/books?id=QLZ3zgEACAAJ
Torrance, E. P. (1995). Insights about creativity: Questioned, rejected, ridiculed, ignored. Educational Psychology Review, 7(3), 313–322. https://doi.org/10.1007/BF02213376
Tucker, C. R. (2013). The Basics of Blended Instruction. Educational Leadership, 70, 57–60.
VYGOTSKY, L. S. (1978). Mind in Society (M. Cole, V. Jolm-Steiner, S. Scribner, & E. Souberman (eds.)). Harvard University Press. https://doi.org/10.2307/j.ctvjf9vz4
Wieling, M., & Hofman, W. (2010). The impact of online video lecture recordings and automated feedback on student performance. Computers & Education, 54, 992–998. https://doi.org/10.1016/j.compedu.2009.10.002
Xie, J., Basham, J., Marino, M., & Rice, M. (2017). Reviewing Research on Mobile Learning in K–12 Educational Settings: Implications for Students With Disabilities. Journal of Special Education Technology, 33, 1647–1664. https://doi.org/10.1177/0162643417732292
Downloads
Published
How to Cite
Issue
Section
