Differentiated Instruction: Exploring the Attitudes of Gifted and Talented Students in Mathematics

  • Mohd Fadzil Kamarudin
  • Mohd Saifun Aznin Mohd Sharif
  • Mohd Hasrul Kamarulzaman


The purpose of this study was to study the attitudes of gifted and talented students in mathematics at Kolej GENIUS@Pintar Negara, Universiti kebangsaan Malaysia (KGPN). The teaching strategy taken by teachers in the classroom has a significant impact on students' attitudes about mathematics. Since 2011, KGPN has used differentiated instruction as a kind of pedagogy in its teaching and learning activities. When gifted kids get differentiated teaching, they have the option to study any areas of knowledge, particularly in mathematics, that they are interested in or are ready to investigate. Teachers must diversify their teachings throughout the teaching and learning process to encourage gifted students to take a more active role in their learning. Even though differentiated teaching has been shown to be acceptable for gifted students, the attitudes and accomplishment of students in mathematics have yet to be demonstrated. A total of 400 gifted students from Kolej GENIUS@Pintar Negara, ranging in age from 11 to 17 years old, took part in this research. The information was gathered in July 2019 after the results of the mid-term exams. A questionnaire was constructed from the Motivational Orientation of Differentiated Instruction in English Language Teaching (MoDiELT) study released in 2017 to assess the attitudes of gifted and talented students in mathematics. The application of differentiated instruction in teaching and learning at Kolej GENIUS@Pintar Negara, Universiti kebangsaan Malaysia (UKM) was shown to strengthen the positive attitude of gifted students in the class, according to the findings. Students have a highly favourable attitude toward several selected components, including independence learning, openly express ideas, and thoughts, engaging activities, encouraging, and supporting teachers, flexible grouping, and interactive and appropriate assessment. Aside from that, several of the components of differentiated teaching have been shown to have a favourable influence on performance of gifted and talented students in mathematics. Additionally, this research offers a follow-up study to examine the impact of differentiated instruction on the mathematical thinking process.


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How to Cite
KAMARUDIN, Mohd Fadzil; MOHD SHARIF, Mohd Saifun Aznin; KAMARULZAMAN, Mohd Hasrul. Differentiated Instruction: Exploring the Attitudes of Gifted and Talented Students in Mathematics. Asian Journal of Research in Education and Social Sciences, [S.l.], v. 4, n. 1, p. 146-160, apr. 2022. Available at: <https://myjms.mohe.gov.my/index.php/ajress/article/view/17850>. Date accessed: 04 july 2022.