Abstract
The effects of differentiated instruction, blended learning, and lecture methods on students' learning outcomes and cognitive style have been researched in past research. However, there remains a gap when it comes to its application in physics. The study investigated the effects of differentiated instruction, blended learning, and lecture methods on students’ cognitive styles and learning outcomes in physics. The research adopted a quasi-experimental control group, pretest, and posttest planned variation design. Four research questions and six hypotheses were formulated and tested. A total of one hundred and forty-three (143) from three local government schools in Delta north senatorial participated. The study employed a Physics achievement test (PAT) and cognitive style inventory scale as instruments. The result indicated a significant effect and difference between the three methods. It was recommended among others that faculties of education should include differentiated instruction and blended learning as a method of teaching Physics to enhance learning outcomes in Physics classrooms. Keywords: Blended learning; cognitive style; differentiated instruction; lecture method; physics.
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