Differentiated learning (DL), also known as differentiated instruction, is an approach to teaching that recognizes the diversity of students' learning needs and enables teachers to adapt their instruction to meet those needs. In Malaysia, the implementation of DL in classrooms remains a challenging task due to various factors, including limited resources, large class sizes, and traditional teaching methods. This paper aims to review the benefits and challenges of implementing DL in Malaysian classrooms. The review of the literature highlights the potential benefits of DL, such as giving freedom to teachers to plan lessons based on learners’ levels, promoting active engagement and motivation, being beneficial for language development, and promoting cultural inclusivity. However, several challenges exist in implementing this approach, including time constraints, teachers' lack of awareness and training, and limited resources. A critical implication of this study is the need for policymakers to provide more support for teachers in terms of training, funding for resources, and revision of teachers’ workloads. Professional development opportunities must be made available to enable teachers to develop the skills and knowledge necessary to integrate DL strategies seamlessly into their lessons. It is recommended that future research should delve deeper into the efficacy of DL in Malaysia in order to provide specific insights that can shape the design of future interventions.
Anon. (2018). No more class streaming system in Putrajaya schools.
The Star, 3 January.
Echevarria, J., Vogt, M. E. & Short, D. J. (2017). Making Content Comprehensible for English Learners: The SIOP Model. 5th ed. California: Pearson.
Faizah, I., Nur Afini, Z. & Nurin Najihah, B. (2021). Has differentiated instructions gone ‘awry’ in online teaching and learning? Journal of Language Teaching and Research 12(3), 501-510.
Farooq, U. & Shahzad, S. (2019). Differentiated Instruction and English
Language Learning: A Systematic Review. Journal of Education and Educational Development 6(2), 89-107.
Fatin Nabilah, A. H. & Muhammad Talhah, A. (2022). The Differentiated Learning Method (DLM) Practices in Malaysia. Innovative Teaching and Learning Journal, 6(2), 9–15.
Ministry of Education Malaysia. (2013). Malaysia Education Blueprint 2013-2025. Putrajaya: Ministry of Education Malaysia
Mohd Ikhwan, H. I. & Azlina, A. A. (2019). TS25 school teachers perceptions of differentiated learning in diverse ESL classrooms. Journal of Education and Social Sciences 13 (1), 95-107.
Model Teaching. (2020). Electronic sources: Differentiation in the Classroom: Content, Process, or Product?. Retrieved from
https://www.modelteaching.com/education-articles/lesson-curriculum-planning/differenti ation-in-the-classroom-content-process-or-product [ 5 June 2020]
Noor Azli, A. L., Aini Akmar, M.K. & Rofiza, A. B. (2022). A Comparative Case Study on Differentiated Writing Activities by School Teachers in Two Malaysian Schools. International Journal of Academic Research in Progressive Education and Development. 11(2), 1043 - 1056.
Rosidah, R. & Nurahimah, M. Y. (2020). Self-efficacy and Differentiated Instruction: A Study among Malaysian School Teachers. Universal Journal of Educational Research 8(4), 1252-1260.
Tomlinson, C. A., & McTighe, J. (2006). Integrating differentiated instruction and understanding by design: Connecting content and kids. USA: ASCD.
Tomlinson, C. A. & McTighe, J. (2021). The Differentiated Classroom: Responding to the Needs of All Learners. 3rd ed. USA: ASCD.
UNESCO. (2016). Global education monitoring report summary 2016:
education for people and planet: creating sustainable futures for all. Retrieved from http://unesdoc.unesco.org/images/0024/002457/245745e.pdf.
UNESCO. (2017a). A New Roadmap for the Man and the Biosphere
(MAB) Programme and Its World Network of Biosphere Reserves. Paris: UNESCO. Retrieved from http://unesdoc.unesco.org/images/0024 /002474/247418E.pdf.
UNESCO. (2019). Teaching and Learning for a Sustainable Future: Module 5 - Equity and Quality in Education. Paris: UNESCO.
Weselby C., (2021). What is differentiated Instruction? Examples of How to Differentiate Instruction in the Classroom. Resilient Educator. Retrieved from https://resilienteducator.com/classroom-resources/examples-of-differentiated-instruction/
Zubaidah, H. & Kamarul Arifin, H. (2018). Program Menuju Puncak dikalangan Murid Sekolah Rendah Luar Bandar. Prosiding Konvensyen Kebangsaan 2018 Program Transformasi Sekolah 2025, 11-15.
Adnan, E. F., Darus, N. M., Faizal, S. N. F., Mohamad, M., & Kamarudin, R. (2024). Benefits and Challenges of Differentiated Learning in Malaysian Classrooms: Literature Review. International Journal of Academic Research in Business and Social Sciences, 14(8), 617–624.
Copyright: © 2024 The Author(s)
Published by Knowledge Words Publications (www.kwpublications.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode
