Exploring Faculty Perspectives on Implementing Differentiated Instruction

Rahmeh Abbaas B. Alhameedyeen
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Abstract


Differentiated instruction is a teaching philosophy in which faculty members recognize that no two students are identical and that each student can succeed with appropriate guidance. This study assesses the degree of implementing differentiated instruction by the faculty members of the College of Educational Sciences, The World Islamic Science and Education from their perspective. The researcher utilized a survey research method, employing a questionnaire with three dimensions and 28 items to collect data. The questionnaire's validity and reliability were confirmed, and it was distributed to the study population comprising 41 faculty members. The study found that faculty members the College of Educational sciences implement differentiated instruction at a high degree. Additionally, the study identified statistically significant differences in the perceptions of the study sample regarding the degree of implementing differentiated instruction attributed to the variable of academic rank. In light of the results, the study recommends exchanging experiences among faculty members in the College of Educational Sciences and other colleges within the university by facilitating workshops on differentiated instruction.

Keywords


Differentiated instruction, Faculty members, Degree of employment, Descriptive-survey method

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References


Alhameedyeen, R.A.B. (2024). Exploring faculty perspectives on implementing differentiated instruction. International Journal of Education in Mathematics, Science, and Technology (IJEMST), 12(2), 318-333. https://doi.org/10.46328/ijemst.3964




DOI: https://doi.org/10.46328/ijemst.3964

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International Journal of Education in Mathematics, Science and Technology (IJEMST) 
 
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Editors: Mack Shelley & Ismail Sahin

Place of Publication: Turkey & Name of Publisher: Ismail Sahin

ISSN: 2147-611X (Online)