Effect of Differentiated Instruction on Motivation in Mathematics Concepts among Senior Secondary School Students in Malumfashi Education Zone of Katsina State, Nigeria

This study investigated the effect of Differentiated Instruction (DI) on mathematics motivation among senior secondary school students in Malumfashi Education Zone of Katsina state, Nigeria. Motivated learners are more likely to engage, persist, and achieve in mathematics, yet traditional teacher-centered approaches often fail to address individual differences, contributing to disengagement and low motivation. Anchored on Vygotsky’s Zone of Proximal Development and Self-Determination Theory, the study employed a quasi-experimental pre-test, post-test control group design. A total of 116 SS2 students from two public co-educational schools in the Malumfashi Education Zone, Katsina State, participated. The experimental group received six weeks of DI through flexible grouping, tiered tasks, and choice-based activities, while the control group received conventional lecture-based instruction. Data were collected using the Mathematics Motivation Scale and analyzed using ANCOVA, controlling for pre-test scores. Results indicated that students exposed to DI had significantly higher post-test motivation scores (M = 85.32, SD = 6.45) compared to the control group (M = 72.18, SD = 7.12), with a large effect size (η² = .705). No significant gender differences in motivation were observed within the DI group. Findings suggest that DI effectively enhances mathematics motivation and promotes gender-equitable engagement in resource-constrained classrooms. The study provides practical guidance for teachers, administrators, and policymakers seeking to improve mathematics learning outcomes in northern Nigeria.