Perceptions of Differentiated Learning Approaches: A Dynamic Solution for Diverse Achievement Levels among PLaN Students in the Classroom

This study aims to evaluate the effectiveness of the Differentiated Pedagogy approach in improving mathematics proficiency among underachieving students in the Batu Pahat district, Johor. In this study, 60 second- and third-year students from the Linus and Numeracy Program (PLaN) in three schools were purposively selected based on their low performance in mathematics, making this sample ideal for assessing the effectiveness of adaptive teaching strategies. The main objective is to examine students' perceptions of interest and motivation towards the effectiveness of the differentiated learning approach in improving mathematics proficiency among PLaN (Program for Literacy and Numeracy) students. The study employs a quantitative approach with a survey research design. The instrument used is a specially designed questionnaire, which was validated through expert evaluation and tested for reliability before being implemented. This instrument uses a 5-point Likert scale to measure students' perceptions and responses to the Differentiated Pedagogy teaching approach. The study procedure includes the distribution of questionnaires to students, systematic data collection, and descriptive statistical analysis. The findings indicate that students' perceptions of the Differentiated Pedagogy approach are positive, with respondents reporting increased interest, motivation, and engagement in the learning process. In conclusion, this study demonstrates that perceptions of Differentiated Pedagogy suggest it is an effective teaching strategy, suitable for widespread implementation in schools to enhance mathematics proficiency among students with diverse backgrounds and learning needs. This study is also significant in highlighting the potential for educational transformation through more flexible and responsive teaching approaches.