The Effects of Differentiated Approach in Higher Education: An Experimental Investigation

The proposed study has focused on investigating some ways of improving the quality of the instructive-educational process in higher education. We hypothesized that those students who derive advantages from the learning-styles-based instruction will achieve higher academic results than the students w...

Full description

Saved in:
Bibliographic Details
Published in:Procedia, social and behavioral sciences social and behavioral sciences, 2013-04, Vol.76, p.832-836
Main Author: Tulbure, Cristina
Format: Article
Language:English
Subjects:
Academic achievement
Differentiated instruction
Learning-styles-based instruction
Whole-class instruction
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:The proposed study has focused on investigating some ways of improving the quality of the instructive-educational process in higher education. We hypothesized that those students who derive advantages from the learning-styles-based instruction will achieve higher academic results than the students who receive the whole-class type of instruction. In order to test this hypothesis, we have organized a psycho-pedagogical experiment which includes an experimental (N=34) and a control group (N=32). The data has been analyzed using both within and between subject designs. The results obtained have underlined significant improvements of the academic results at the within subject design only.
ISSN:1877-0428
1877-0428
DOI:10.1016/j.sbspro.2013.04.215