Author(s): RODRIGO-SANJOAQUÍN, J., PULFREY, C., FAINOT, P., VERRET, C., MARGAS, N., Institution: UNIVERSITÉ DE LAUSANNE, Country: SWITZERLAND, Abstract-ID: 2251

Differentiated instruction (DI) is widely promoted across educational systems as a core pedagogical principle, useful for addressing student diversity and fostering inclusive learning environments (Tomlinson 2014). This issue is particularly salient in Physical Education (PE), a non-selective subject in which students of the same age group display marked heterogeneity in motor competence, prior sport experience, physical development during adolescence, and gender-related differences (Bailey et al., 2009).
Despite its centrality in teacher training programs and professional discourse, empirical evidence on DI remains limited, particularly from the perspective of students (Kahmann et al., 2022). The few existing DI instruments are based on teacher self-report, whereas students’ perceptions are more predictive of students’ educational outcomes (Margas, 2023). To fill this gap, the present study aimed to develop and validate a self-report questionnaire designed to assess student’s perception of teacher DI.
We followed a structured, multi-stage process consistent with recent methodological recommendations for scale construction in education research. First, items were defined at the construct level based on contemporary theoretical models of differentiated instruction, with a specific focus on three core dimensions: students’ capacities, preferences, and learning progress (Tomlinson, 2014). Second, the initial item pool was refined through expert review involving researchers and practitioners specialized in physical education, inclusive teaching, and educational measurement. Third, a pilot study was conducted in France to examine item comprehensibility, response variability, and face validity from the students’ perspective (n = 62). Finally, a two-study large-scale validation with independent samples, was carried out in France and Switzerland respectively, (k = 2 ; n = 243 and n = 1,296), combining exploratory and confirmatory factor analyses to examine the latent structure of the scale, and provide evidence of external validity.
For now, data is being analysed and results will be available soon. We expect this study will provide a psychometrically sound instrument for assessing students’ perceptions of DI in PE.
References:
Bailey, R., Armour, K., Kirk, D., Jess, M., Pickup, I., Sandford, R., & Education, B. P. (2009). The educational benefits claimed for physical education and school sport: an academic review. Research papers in education, 24(1), 1-27.
Kahmann, R., Droop, M., & Lazonder, A. W. (2022). Meta-analysis of professional development programs in differentiated instruction. International Journal of Educational Research, 116, 102072.
Margas N (2023) Inclusive classroom climate development as the cornerstone of inclusive school building: review and perspectives. Frontiers in Psychology. 14:1171204.
Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed.). ASCD.