ABSTRACT
This research project aims to explore the application of differentiated instructional approaches in business education to promote inclusiveness and cater to diverse learning styles in the digital era. With the rapid advancements in technology and the increasing emphasis on digital skills, it is crucial for business educators to adopt instructional methods that accommodate the varying needs and preferences of learners. The study will employ a mixed-methods research design, integrating qualitative and quantitative data collection methods. Qualitative data will be obtained through interviews and focus groups with business educators, while quantitative data will be collected through surveys administered to students. The research objectives are to examine the current practices of differentiated instruction in business education, identify the learning styles prevalent among business students, and evaluate the effectiveness of differentiated instructional approaches in enhancing skills acquisition.
The findings of this research project will contribute to the existing literature by providing empirical evidence on the inclusiveness of differentiated instructional approaches in business education. The results will shed light on the suitability and effectiveness of various instructional strategies, such as flexible grouping, varied assessments, and personalized learning, in promoting student engagement, motivation, and skill development. Additionally, the study will explore the role of technology in supporting differentiated instruction and its impact on the acquisition of digital skills in the business context. The implications of this research project extend beyond academia. The findings will inform business educators, instructional designers, and policymakers about the importance of embracing inclusiveness and catering to diverse learning styles in the digital era. By adopting differentiated instructional approaches, educators can create an environment that fosters active learning, accommodates individual differences, and prepares students for the demands of the modern digital workplace.
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
DIFFERENTIATED INSTRUCTIONAL APPROACH: INCLUSIVENESS OF LEARNING STYLES IN BUSINESS EDUCATION FOR SKILLS ACQUISITION IN DIGITAL ERA, GET MORE BUSINESS EDUCATION PROJECT TOPICS AND MATERIALS
