Differentiated Learning Techniques and Their Associations with Student Engagement and Perceived Teacher Effectiveness: Evidence from Secondary Schools in Karnataka, India

Abstract

Differentiated learning has emerged as an important pedagogical approach for addressing the diverse learning needs, abilities, interests, and learning preferences of students in secondary education. This study examines differentiated learning techniques and their associations with student engagement and perceived teacher effectiveness in secondary schools in Karnataka, India. The study focuses on the extent to which teachers employ differentiated instructional practices and explores their relationship with students’ academic, behavioural, and emotional engagement. It also examines how teachers’ use of differentiated learning techniques is associated with students’ perceptions of teacher effectiveness. A quantitative research approach is adopted, using structured questionnaires to collect data from secondary school students and teachers. The collected data are analysed using appropriate descriptive and inferential statistical techniques to identify patterns and associations among the study variables. The study seeks to provide insights into the role of differentiated learning in creating inclusive, learner-centred classrooms and enhancing student participation and perceived instructional effectiveness. The findings are expected to contribute to educational practice by highlighting effective differentiated learning strategies and providing implications for teacher training, classroom planning, and school-level academic practices in secondary education.