Differentiating instruction upon learning styles in higher education: a controversial issue

Abstract

Within the frame of this paper, we are going to observe the extent to which differentiated instruction according to the student’s learning styles has as a result the improvement of academic achievement on a higher educational level. Our study aims at providing support in both theory and research for differentiated instruction based on students’ learning preferences. Overall, this study brings arguments to illustrate the idea that differentiated instruction leads to higher academic achievement compared with the whole-class teaching-learning approach. Our conclusions provide a foundation on which research addressing differentiated instruction in higher education may continue to be built.