Differentiated learning materials—Effects on mathematics knowledge and motivation

Bibliographic Data

ID21348295
AuthorsLiina Malva (0000-0002-9731-8247, Tallinn University, corresponding author), Eve Kikas (0000-0003-2337-8930, Tallinn University), Danial Hooshyar (0000-0002-9143-6648, Tallinn University)
Year2026
Pages1-15
Publication date2026-01-18
Open AccessYes
TypeARTICLE
VenueThe Journal of Educational Research (JOURNAL)
Journal identifiersISSN: 0022-0671 • E-ISSN: 1940-0675
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00220671.2026.2613827
OpenAlexW7124764140
LanguageEN
Citations received1
References cited44

Differentiation is a widely used concept that supports inclusive education. This study aims to explore the differences in students’ mathematics knowledge and motivation when learning with and without differentiated learning materials, while also comparing the effect of pen-and-paper and digital differentiation. The sample comprised 321 Estonian students from 8th grade. A quasi-experimental pre-test–post-test design was applied. While students learning with differentiated materials did not outperform control group, the digital format showed a significant positive effect on students with low prior knowledge (p = .036, η2 = 0.024). The pen-and-paper format, on the other hand, showed significant positive effect on students’ interest (p = .007, η2 = 0.032), persistence (p = .003, η2 = 0.038), and perceived cost (p = .019, η2 = 0.025), indicating a motivational advantage. The study points out importance of using differentiated learning materials and opens a discussion on the relative benefits of pen-and-paper and digital formats

Active learning (machine learning) · Experiential learning · Knowledge level · Teaching method · Mathematics Education and Programs · Mathematics Education and Teaching Techniques · Science Education and Pedagogy

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Open DOIOpen Access