Implementing Differentiation in Early Education: The Impact on Student’s Academic Achievement

Mazen Muhieddine Kotob, Farah Jbaili


The purpose of this study was to investigate and examine the impact of implementing differentiated instructions on the learners’ academic achievements in kindergarten classrooms. The study employed the quantitative experimental design to either reject or accept the research hypothesis based on a sample of 28 students in a 3 weeks implementation process. The results revealed a statistical significance difference between the results of the experimental group learning through differentiated instructions and the control group learning without differentiated instructions. Hence, the outcome of the research discloses a positive impact of differentiated instructions on the learners’ achievements.


differentiated instructions, early education, academic achievement

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