The Influence of Differentiated Instruction on Lebanese Students’ Motivation, Knowledge, and Engagement

Abstract

Students’ intrinsic motivation is built to develop students’ longing for new understanding and knowledge in order to reach their highest achievement in the classroom and in their workplaces. For the students to be engaged and motivated, students’ interests, learning styles, levels, and preferences have to be accounted for. For this to be achieved, approaches, methods, and strategies have to be differentiated to accomplish this essential purpose. The purpose of this study is to determine the impact of differentiated instruction (DI) in a blended learning environment and the traditional method on the motivation, knowledge, and engagement of 180 students (94 in experimental groups and 86 in control groups) in two Lebanese universities having varied experiences and education during a period of three semesters. Mixed methods were utilized to collect and analyze the data. The findings revealed that the implementation of DI in a blended environment enhanced students’ intrinsic motivation, knowledge, and engagement.