Analyzing Validity and Reliability of Motivational Orientation of Differentiated Instruction in English Language Teaching Student Questionnaire (MoDiELT)

Abstract

Recently, the implementation of differentiated instruction had been proposed by Ministry of Education of Malaysia to be implemented across all schools in the country. Consequently, as announced in the Malaysia Education Blueprint (2013) the Ministry had launched a program called Differentiated Teaching and Learning of English Language. After few years of its implementation, a measurement protocol was needed to assess the effectiveness of differentiated teaching approach in the teaching and learning of English language. In this instance, a multidimensional instrument was developed to measure student motivation toward differentiated teaching and learning of English language, and indicate teachers’ overall teaching performance. The questionnaire contains three sections A (Demography), B (78-item scale assessing student motivation based on their experience of differentiated English language teaching and learning), and C (Student Comment/Suggestion). In this paper, the researcher presents the procedures involved in evaluating the psychometric properties of the instrument and discusses its validity and reliability. The items were constructed based on an accumulation of teachers’ differentiated teaching strategies. Face and content validity were evaluated while internal consistency and factor analyses were computed. The final reliability coefficients for the whole scale and subscales range from high to very high, while changes suggested by the analyses were accepted. The overall analysis suggested that the questionnaire is deemed valid and reliable to measure student motivation toward differentiated teaching and learning of English language, and as an indicator of teachers’ performance in applying differentiated approach.

Teachers’ Perceptions of Differentiation Following a Math Curriculum Implementation Study

“…For example, English learners in Sapan and Mede’s (2022) study demonstrated higher academic achievement scores following the use of differentiated instruction in their classrooms. Kamarulzaman et al (2017) showed that differentiation strategies (e.g., variation of process, product, and content based on learner interests and profiles, varied grouping, and ongoing assessment) were beneficial for English learners who were identified as gifted. The benefits of differentiated instruction for English learners go beyond higher achievement scores.…”

Planning for Differentiated Instruction: Empowering Teacher Candidates in STEM Education

“…Specht et al ( 2016 ) indicate the specific need for secondary school level TCs’ training on inclusive teaching strategies, since they show lower self-efficacy in relation to inclusive teaching compared to their elementary school counterparts. Finally, DI applications in STEM education at the secondary school level are limited, since most of the research has been conducted on DI in languages and mathematics for primary and middle school (Kamarulzaman et al, 2018 ; Maeng, 2017 ). Thus, the current research is warranted as it addresses teacher education in Ontario, specifically how to differentiate instruction by engaging TCs in developing DI-focused STEM curricula.…”