Mathematics Teachers’ Practice of Differentiated Instruction and Associated Challenges

What is it about?

Drawing on convergent mixed methods research design, this study examined Junior High School (JHS) mathematics teachers’ practice of differentiated instruction and its associated challenges in Tano South district, in the Ahafo Region of Ghana. Simple random sampling technique was used to select 50 JHS mathematics teachers for the quantitative study with the aid of questionnaire, purposive sampling technique was used to solicit qualitative data for the study using interview guide. Inferential statistics and thematic analysis were used to analysis the quantitative and qualitative data respectively. It was generally observed that there were no significant differences between special and general education teachers’ practice of differentiated instruction. Therefore, the study recommends that Ghana Education Service (GES) and stakeholders in education should implement professional development and training programmes for both general and special mathematics teachers on differentiated instruction.

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Why is it important?

Traditional classroom approaches to teaching and learning such as one-size-fits-all have been proven to be ineffective means to instruction. Such highlights have necessitated a call for teachers to vary and adjust curriculum, materials, and instructional support so that each learner can access high-quality learning. It is one thing to have knowledge in a concept and it is another thing to practice what you know. This study however seeks to find out from Junior High School mathematics teachers whether they are able to practice in their classrooms what they understand about differentiated instruction. This study sets out to investigate JHS teachers’ practice of differentiated instruction and the challenges that confront them in mathematics classrooms, especially with reference to the dichotomy between general and special mathematics education teachers in Ghana.

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