Enhancing Student Engagement and Learning through Differentiated Instruction: A Study on Educational Planning and Administration in Nigerian Higher Education

Abstract

This study investigates the practice, effectiveness, and institutional determinants of differentiated instruction (DI) in Nigerian higher education institutions, with a focus on its role in enhancing student engagement and informing educational planning and administration. Differentiated instruction is a pedagogical approach that adapts content, process, products, and learning environments to accommodate learners’ readiness levels, interests, and learning profiles. Despite global recognition of DI's benefits, its adoption within Nigerian higher education remains underexplored. A mixed-method research design was employed, involving 150 university lecturers and 200 undergraduate students from six universities across Nigeria. Data were collected through structured questionnaires and analyzed using descriptive statistics, independent samples t-tests, and multiple regression analyses. Results revealed that the average frequency of DI strategy usage among lecturers was low (24.2%), with multiple learning modalities being the most commonly employed method. Student engagement was significantly higher in DI-based classrooms (M = 4.18, SD = 0.41) compared to traditional lecture-based environments (M = 3.02, SD = 0.57), with a large effect size (Cohen’s d = 2.16), indicating both statistical and practical significance. Furthermore, multiple regression analysis identified administrative policy (β = 0.47), lecturer training (β = 0.42), and availability of teaching resources (β = 0.36) as significant institutional predictors of DI implementation (R² = 0.61, p < 0.001). The findings underscore the transformative potential of differentiated instruction in fostering inclusive, student-centered learning environments in higher education. However, limited practice among lecturers highlights the need for enhanced institutional support, capacity building, and policy alignment. The study recommends that university administrators integrate DI into academic planning, lecturer training, and resource allocation to promote equitable and effective teaching practices. These insights contribute to the broader discourse on educational reform and the pursuit of quality and inclusive higher education in Nigeria.