EXPERIMENTAL VALIDATION OF THE METHODOLOGY FOR DIFFERENTIATED INSTRUCTION ORGANISATION IN LMS MOODLE

Abstract

The article is devoted to the implementation of a methodology for differentiated instruction organisation in an electronic educational environment based on LMS Moodle in the context of the digital transformation of higher education and the growing need for personalised learning. The relevance of the study is determined by the need to adapt university education to changes in the demographic composition of students, the development of distance learning forms, and the increasing role of digital tools in ensuring the accessibility and flexibility of the educational process. The developed methodology integrates pedagogical principles of differentiation (in terms of content, process, product, pace, readiness level, and interests) with Moodle tools, including tasks of varying complexity, teaching up, microlearning, project activities, formative assessment, flexible grouping, and progress analytics. As part of a pedagogical experiment, the methodology was implemented in the electronic learning course (ELC) ‘IT Infrastructure Management in Educational Institutions. Fifty-four students participated in the study, divided into a control and an experimental group. Diagnostics of the level of knowledge, interests, and learning styles were carried out, and training was organised using differentiated instruction and unified approaches, respectively. The effectiveness of the methodology was assessed based on the results of both initial and final tests, as well as a survey on satisfaction with the training. The Shapiro-Wilk, Mann-Whitney and Wilcoxon criteria were used for statistical processing. The study results confirmed a statistically significant increase in academic achievement and satisfaction levels among students in the experimental group compared to the control group. The differentiated approach in Moodle ensured a better dynamic of results growth and had a positive impact on motivation, engagement, and the perception of the course. The data obtained confirm the effectiveness of the offered methodology and its relevance for further implementation in the ELC of higher education institutions.