Differentiated Instruction and Learning Outcomes in Vocational Pharmacy Education: A Quasi-Experimental Study

Differentiated instruction has been proposed as an effective approach for addressing learner diversity and enhancing learning outcomes. The present study investigated the effects of a differentiated instructional intervention, informed by principles of cognitive psychology, Cognitive Load Theory, and educational neuroscience, on cognitive performance, learning engagement, and perceived cognitive load among vocational education students. A quasi-experimental design was implemented with 57 students enrolled in the Pharmacy Assistant specialty program of the Greek Public Employment Service Vocational Education Schools (EPAS DYPA). Two first-year and two second-year classes participated in both traditional and differentiated instructional sessions. Cognitive performance, learning engagement, and cognitive load were assessed through quizzes, application exercises, questionnaires, and rating scales. The findings indicated no statistically significant differences between instructional approaches among first-year students. In contrast, significant differences were observed primarily among second-year students, who demonstrated higher cognitive performance and learning engagement following differentiated instruction, along with a reduction in perceived cognitive load; the strongest effects were observed in application exercises, suggesting improved knowledge transfer and practical application. Most students expressed a preference for the differentiated instructional approach. Overall, the findings highlight the potential value of differentiated instructional approaches in supporting learning processes within vocational education settings.