Differentiated Instruction for Pre-service Teachers: An Experimental Investigation

This experimental investigation explores the effects of differentiated instruction on pre-service teachers’ academic achievement. A sample of 94 participants was divided into an experimental (N = 41) and a control group (N = 53). We implemented a one- semester intervention by which the experimental group was taught using differentiated instruction strategies according to students’ learning styles, while the control group received only the traditional, whole-class instruction. The data has been analyzed using both within and between subject designs. Significant differences in academic achievement emerged only within subjects comparisons, for pre-service teachers who benefited from differentiated instruction.