Exploring the relationship between differentiated instruction and motivation in Cypriot secondary music classrooms

Abstract

This study aims to enhance our understanding of student participation in Cypriot music classrooms by exploring the relationship between differentiated teaching practices and student motivation. The sample consisted of 170 Year 7 students (13 years old) from eight different government schools. Data were collected through questionnaires completed by the students. The most significant factors influencing motivation in the classes studied were students’ perceptions of the value teachers placed on their musical preferences, the importance students themselves attributed to music, and, to a lesser extent, students’ perceptions of the emphasis placed on comprehension rather than mere memorization of material. These findings highlight the potential of differentiated instruction practices to boost student motivation in secondary school music education.