View in EDS

Information Technology Students' Perspectives on Differentiated Instruction and Its Impact on Their Approaches to Learning

Saved in:
Bibliographic Details
Title: Information Technology Students' Perspectives on Differentiated Instruction and Its Impact on Their Approaches to Learning
Language: English
Authors: Jiyamole Jose (ORCID 0009-0000-7680-3350), Binu Pathippallil Mathew (ORCID 0000-0001-6097-1026)
Source: Journal of Education and Learning (EduLearn). 2025 19(4):2033-2041.
Availability: Institute of Advanced Engineering and Science. C5 Plumbon, Banguntapan, Yogyakarta, 55198, Indonesia. e-mail: edulearn@uad.ac.id; Web site: http://edulearn.intelektual.org/index.php/EduLearn/
Peer Reviewed: Y
Page Count: 9
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Information Technology, Student Attitudes, Individualized Instruction, Cognitive Style, Student Centered Learning, College Students, Learning Motivation, Learner Engagement, Scaffolding (Teaching Technique), Cooperative Learning, Competition, Peer Teaching, Learning Strategies, Foreign Countries, Curriculum Design
Geographic Terms: Oman
ISSN: 2089-9823
2302-9277
Abstract: There have been many studies about the effectiveness of differentiated instruction in promoting student-centered learning. However, most of these studies have focused on primary and secondary education. There is hardly any research about its application and effectiveness in higher education settings. Furthermore, there is a need to identify the factors that influence information technology or information technology (IT) students' motivation, engagement and attitude towards learning to use appropriate instructional strategies. The current research addresses this gap in the literature by investigating the perspectives of university IT students on differentiated instruction and its impact on their learning attitude. A mixed-methods approach was employed, combining survey questionnaires and semi-structured interviews to examine the effectiveness of various instructional strategies, including scaffolded instruction, peer-assisted learning, collaborative learning, and competitive learning, across different IT courses. The results showed that students had a positive attitude toward differentiated instruction. Respondents reported that the tailored teaching methods helped them better engage with the course material and develop more effective learning strategies. Many students stated that the differentiated approach allowed them to capitalize on their strengths and address their weaknesses in a supportive environment. The findings have implications for educators seeking to promote student-centered learning and improve learning outcomes in IT courses.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1482817
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1482817
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1482817
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Information Technology Students' Perspectives on Differentiated Instruction and Its Impact on Their Approaches to Learning
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Jiyamole+Jose%22">Jiyamole Jose</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-7680-3350">0009-0000-7680-3350</externalLink>)<br /><searchLink fieldCode="AR" term="%22Binu+Pathippallil+Mathew%22">Binu Pathippallil Mathew</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6097-1026">0000-0001-6097-1026</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Education+and+Learning+%28EduLearn%29%22"><i>Journal of Education and Learning (EduLearn)</i></searchLink>. 2025 19(4):2033-2041.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Institute of Advanced Engineering and Science. C5 Plumbon, Banguntapan, Yogyakarta, 55198, Indonesia. e-mail: edulearn@uad.ac.id; Web site: http://edulearn.intelektual.org/index.php/EduLearn/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 9
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Information+Technology%22">Information Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Individualized+Instruction%22">Individualized Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Style%22">Cognitive Style</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Centered+Learning%22">Student Centered Learning</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Motivation%22">Learning Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Scaffolding+%28Teaching+Technique%29%22">Scaffolding (Teaching Technique)</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Competition%22">Competition</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Teaching%22">Peer Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Strategies%22">Learning Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Design%22">Curriculum Design</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Oman%22">Oman</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2089-9823<br />2302-9277
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: There have been many studies about the effectiveness of differentiated instruction in promoting student-centered learning. However, most of these studies have focused on primary and secondary education. There is hardly any research about its application and effectiveness in higher education settings. Furthermore, there is a need to identify the factors that influence information technology or information technology (IT) students' motivation, engagement and attitude towards learning to use appropriate instructional strategies. The current research addresses this gap in the literature by investigating the perspectives of university IT students on differentiated instruction and its impact on their learning attitude. A mixed-methods approach was employed, combining survey questionnaires and semi-structured interviews to examine the effectiveness of various instructional strategies, including scaffolded instruction, peer-assisted learning, collaborative learning, and competitive learning, across different IT courses. The results showed that students had a positive attitude toward differentiated instruction. Respondents reported that the tailored teaching methods helped them better engage with the course material and develop more effective learning strategies. Many students stated that the differentiated approach allowed them to capitalize on their strengths and address their weaknesses in a supportive environment. The findings have implications for educators seeking to promote student-centered learning and improve learning outcomes in IT courses.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1482817
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1482817
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 9
        StartPage: 2033
    Subjects:
      – SubjectFull: Information Technology
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Individualized Instruction
        Type: general
      – SubjectFull: Cognitive Style
        Type: general
      – SubjectFull: Student Centered Learning
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Learning Motivation
        Type: general
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Scaffolding (Teaching Technique)
        Type: general
      – SubjectFull: Cooperative Learning
        Type: general
      – SubjectFull: Competition
        Type: general
      – SubjectFull: Peer Teaching
        Type: general
      – SubjectFull: Learning Strategies
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Curriculum Design
        Type: general
      – SubjectFull: Oman
        Type: general
    Titles:
      – TitleFull: Information Technology Students' Perspectives on Differentiated Instruction and Its Impact on Their Approaches to Learning
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Jiyamole Jose
      – PersonEntity:
          Name:
            NameFull: Binu Pathippallil Mathew
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 2089-9823
            – Type: issn-electronic
              Value: 2302-9277
          Numbering:
            – Type: volume
              Value: 19
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: Journal of Education and Learning (EduLearn)
              Type: main
ResultId 1