In-service mathematics teachers’ knowledge of differentiated instruction

What is it about?

This study sought to investigate in-service mathematics teachers’ knowledge of differentiated instruction in junior high schools in Tano South Municipality of Ghana. The study adopted an explanatory sequential mixed methods design. We employed a sample of 50 JHS mathematics teachers comprising 41 general in-service teachers and 9 special in-service teachers in the quantitative study through a proportionate stratified sampling technique. In the qualitative phase, 6 JHS mathematics teachers comprising 4 general in-service teachers and 2 special in-service teachers were purposively selected and interviewed. In line with the design adopted, the quantitative data obtained through a questionnaire was first collected and analysed. This was followed by the qualitative data obtained through semi-structured interviews. The quantitative data were analysed using both descriptive statistical tools (such as frequency counts, percentages, mean, standard deviation, and average per item rating), and inferential statistical tools (independent samples t-test). Qualitative data used inductive content analysis. Among the findings, we found no statistically significant difference in the knowledge scores on differentiated instruction for general in-service teachers and special in-service teachers (t = -0.80, df = 48, p > 0.05). We, therefore, recommend teacher education institutions review their mathematics curriculum to reflect the use of differentiated instructional approaches among mathematics teachers.

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Photo by Kelly Sikkema on Unsplash

Photo by Kelly Sikkema on Unsplash

Why is it important?

As society evolves, the content and pedagogical knowledge of teachers ought to be changed to be able to meet the demands of the 21st-century educational economy. Many countries including Ghana are in the midst of educational reform with the heart of this reform revolving around changes in the curriculum and teacher instructional behaviour through teacher education. Therefore, investigating the knowledge level of mathematics teachers about differentiated instruction might provide educational administrators and policymakers with some fair idea about the level of mathematics teachers’ knowledge of differentiation, and how these could be utilised to the benefit of all students in Ghanaian basic school classrooms. To this end, the findings of this study could help inform Colleges of Education and Universities on the need to restructure their mathematics curricula by giving peculiar attention to pedagogical content (such as Differentiated Instruction) so as to be able to produce mathematics teachers who understand and are capable of employing multi-directional approaches (such as differentiation) to effect the desired change.

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