THE CURRENT STATE OF DIFFERENTIATED INSTRUCTION IN HIGH SCHOOLS: EXPLORING VIETNAMESE STUDENTS’ PERSPECTIVES
Main Article Content
Abstract
This study aimed to explore Vietnamese high school students’ perspectives on the current implementation of differentiated instruction using a cross-sectional survey design with a convergent mixed-methods approach. Data were collected from 303 students through a five-point Likert-scale questionnaire and one open-ended question. Quantitative data were analyzed using descriptive statistics, while qualitative data were examined through thematic analysis. The findings showed that students generally perceived the implementation of differentiated instruction in schools positively. However, they still encountered several challenges related to limited initiative in group work, insufficient classroom time for learning activities, inadequate facilities, and large class size. Moreover, students expected teachers to innovate teaching methods, personalize learning processes, build an empathetic learning environment, and diversify assessment practices. The findings highlight the role of students’ voices in improving teaching and learning processes in high schools. Based on these findings, educators and teachers may select appropriate strategies to enhance teaching effectiveness in the future.
Keywords
differentiated instruction, student perspective, survey, current situation, high school
Article Details
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