Research Article Details

Citation Journal Title: International Jordanian Journal Aryam for Humanities and Social Sciences

Citation Title: The Impact of Differentiated Instruction on Student Motivation: Perceptions from English Majors at Ibn Tofail University

Citation Author: Abdelmounim Lagmidi1, Hind Brigui2

Citation Affiliation: Ibn Tofail University, Faculty of Languages, Letters, and Arts (FLLA), Morocco1 Ibn Tofail University, Faculty of Languages, Letters, and Arts (FLLA), Morocco2

Citation Volume: 7

Citation Issue: 2

Citation Year: 2025

Citation DOI: https://doi.org/10.65811/726

Citation PDF: https://aijj.org/wp-content/uploads/2026/03/IJJA-VOL7-ISSUE-2NO6-2025-PP-70-81-PDF-1.pdf

Received Date: 7 March 2025

Revised Date: 26 April 2025

Accepted Date: 24 May 2025

Publication Date: 29 June 2025

First Page: 70

Citation Abstract: The way lessons are presented in the classroom can be a major shift in the degree of motivation for learning; it can either enhance or diminish motivation. Differentiated Instruction (DI) is a modern learner-centered approach that addresses students’ diverse needs, interests, and learning preferences. This study investigates the impact of DI on students’ motivation, focusing on the perceptions of English majors at Ibn Tofail University. The researchers conducted a quantitative study and utilized a questionnaire to gather data from 140 undergraduates. The results show that most students perceive DI as a positive factor that harnesses a more inclusive and welcoming learning environment where everyone has an equal chance to succeed. Participants indicated a feeling of support, self-value, and active encouragement to participate in class.

Citation Keywords: Differentiated Instruction, students’ motivation, English majors, higher education, attitudes