Junior high school mathematics teachers’ knowledge and practice of differentiated instruction in Tano South district

Abstract

Differentiated Instruction is an approach to teaching that meets the diverse academic needs of students by considering learner readiness, interest and learning styles. The approach is grounded in the socio-cultural, multiple intelligence and constructivist theories. The study sought to explore Junior High School (JHS) mathematics teachers‟ knowledge and practice of differentiated instruction in Tano South district of Ghana. In order to achieve the purpose of the study, an explanatory sequential mixed method design was employed. A sample size of 50 JHS mathematics teachers comprising 41 general teachers and 9 special teachers was used in the quantitative study whereas 6 JHS mathematics teachers comprising 4 general teachers and 2 special teachers was employed in qualitative phase. A proportionate stratified sampling technique was employed by the researcher to select the sample of teachers for the study. In this mixed method study, the researcher followed up the quantitative results garnered through questionnaire with qualitative data using semi-structured interviews. Descriptive statistics involving frequency, percentages, mean and standard deviation was used to provide counts of the factors underpinning the analysis of the questionnaire data and the demographic responses. Data from the teachers‟ questionnaires were analysed using descriptive statistical methods involving frequency, percentages, mean, standard deviation and average per item rating. Also, inferential statistics such as t-test with a 0.05 level of significance was used to test the hypotheses. The qualitative data collected through the interview were analysed using cross-case approach. The findings of the study revealed that majority of JHS mathematics teachers sometimes practice differentiated instruction even though they were found to possess high knowledge of differentiated instruction. Hypothetically, it was revealed that there is no significant difference in the knowledge and practice of differentiated instruction between general education and special education teachers. The study recommends Ghana Education Service (GES) and headteachers to implement professional development/training programmes for all general education and special education teachers with the focus on the three main elements of differentiated instruction. It is directed that, future studies might look at how school administration supports teachers with the implementation of differentiated instruction in the classrooms.