Students’ perspective regarding the necessity and opportunity of using the differentiated instruction in higher education

Abstract

Within the context of higher education, differentiated instruction may be considered as a way to approach the instruction focusing on the educable and his or her learning activities, by offering a variety of learning opportunities to a group of students who present differences regarding the training level, interests, and learning profiles. We propose a cross-sectional study that has been accomplished on a sample of 128 students attending the courses of a Romanian university of agricultural studies. The data was collected using a questionnaire-based investigation. According to the obtained results, we consider that the usage of differentiated instruction in workshop and laboratory activities would consistently improve the student’s academic results and would intensify intrinsic learning motivation.