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

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Author(s): Tulbure, C.

Journal: Bulletin of the Transilvania University of Braşov, Series VII : Social Sciences and Law
ISSN 2066-7701

Volume: 4;
Issue: 1;
Start page: 79;
Date: 2011;
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Keywords: differentiated instruction | whole-class instruction | learning styles.

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 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.
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