Experimental Study on the Effect of Differentiated Instruction Learning Model on Inclusive Classrooms
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Abstract
This research investigates the effect of the differentiated instruction learning model on academic achievement, engagement, and participation in inclusive classrooms. The study was conducted using an experimental approach involving both control and treatment groups drawn from inclusive class settings. The treatment group received instruction through differentiated strategies tailored to individual student readiness, learning styles, and interests, while the control group was taught using traditional methods. The results indicated that students in the differentiated instruction group demonstrated significantly higher academic performance, greater classroom engagement, and increased participation compared to those in the control group. These findings align with existing literature supporting the effectiveness of differentiated instruction, particularly in diverse learning environments. The study concludes that differentiated instruction is a powerful pedagogical tool in inclusive education, providing equitable learning opportunities and improving overall classroom dynamics. Educational implications suggest the need for systemic support, teacher training, and policy integration to effectively implement differentiated instruction in inclusive settings.
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