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International Journal of Education and Practice

March 2019, Volume 7, 3, pp 184-199

Examining the Implications of Differentiated Instruction for High School Students’ Self-Actualization

Afaf Aljaser

Afaf Aljaser 1

  1. Institutional Association, Princess Nourah bint Abdelrahman University, Curricula and Instruction Department, Saudi Arabia. 1

on Google Scholar
on PubMed

Pages: 184-199

DOI: 10.18488/journal.61.2019.73.184.199

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Article History:

Received: 22 February, 2019
Revised: 16 April, 2019
Accepted: 30 May, 2019
Published: 24 July, 2019


Adopting differentiated teaching and learning strategies has proved effective in addressing students’ diverse capabilities and potentials as well as developing their skills. This study examines the implications of differentiated instruction for self-actualization among high school students. For achieving this purpose, the quasi-experimental approach was adopted. The sample consisted of (58) high school students from Riyadh, Saudi Arabia. They were subdivided into an experimental group comprising (28) students taught in a differentiated classroom environment and a control one comprising (30) students taught in a traditional classroom environment. Two scales, a differentiated classroom environment scale and a self-actualization scale, were prepared and applied upon the participants. The results showed a high level of self-actualization among the experimental group students, indicating that differentiated instruction improved their self-actualization skills. Differentiated instruction provided students with an environment suitable to make them feel self-confident, establish positive relations with their classmates, and positively interact and cooperate with them. In the light of these results, the author recommends holding training courses and workshops to qualify teachers for designing and utilizing differentiated instruction.
Contribution/ Originality
This study is one of very few studies, which have investigated the implications of differentiated instruction for self-actualization. It enriches the existing literature of learner-centered education since it aims at considering learners’ individual differences and self-actualization skills. Studying the implication of differentiated instruction for self-actualization has a promising significance.


Differentiated instruction, Self-actualization, High school students, Differently abled students, Saudi Arabia




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This study received no specific financial support.

Competing Interests:

The author declares that there are no conflicts of interests regarding the publication of this paper.


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