The Impact of Differentiated Instruction on Student Motivation: Perceptions from English Majors at Ibn Tofail University- Abdelmounim Lagmidi, Hind Brigui ,|Pages: 79-81|

   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.

Issn Online

3006-7286

Impact Factor: (1.705)

International Jordanian journal Aryam for humanities and social sciences; IJJA publishing journal committed towards providing a platform to outstanding scientists and researchers to exhibit their findings for the furtherance of Humanities and Social Sciences. Issued by the Jordanian Center for Research and Studies.

Issn Online (3006-7286) sequential with Issn Online (2706-8455).

The Journal’s website supported the Arabic language with the ISSN number (2706-8455) in the period 2019-2023. The Journal began supporting the English language since the beginning of 2024 and with the ISSN number (3006-7286).