Implementation of the Differentiated Instructional Approach among Public Secondary Schools in Mwanga District, Tanzania

Abstract

The Differentiated Instructional approach (DI) is a very important strategy to meet the diverse needs of the learner in improving the teaching and learning process. This study aimed at investigating the implementation of the Differentiated Instructional approach among the public secondary schools in Mwanga District, Tanzania. The study employed a mixed research approach with the convergent parallel design. The targeted population of this study was 7800 people and the study sample involved 98 participants including 1 District Quality Assurance Officer, 4 head of schools, 20 teachers as well as 73 students from 25 public secondary schools who were selected using purposive, stratified random sampling and simple random sampling. Data were analyzed through descriptive statistics with the help of the SPSS version 20 and content analysis. The findings indicate that teachers were familiar with the DI although they were not implementing it effectively to meet the diverse needs of the learners due to several work related hindrances. The study recommends that there should be the provision of adequate teaching and learning facilities in order to keep teachers updated on inclusive instructional approaches.

Strategi dan Cabaran Pelaksanaan Pendekatan Pembelajaran Terbeza dalam Kalangan Guru di Sekolah Rendah

“…Pendekatan pembelajaran terbeza merupakan satu pendekatan yang menerima persamaan dalam kalangan murid dan menggunakan perbezaan murid sebagai elemen yang penting dalam pengajaran dan pembelajaran (Tomlinson, 2001). Pendekatan ini mengenalpasti dan menyokong perbezaan individu dalam proses pembelajaran (Nguvava & Meremo, 2021;Melek & Enisa, 2022). Pendekatan pembelajaran terbeza bukanlah satu strategi pengajaran sebaliknya cara guru berfikir tentang pengajaran dan pembelajaran di mana ia bertindak sebagai alat untuk guru merancang dengan memberi fokus kepada elemen dan aspek yang penting (Sousa & Tomlinson, 2011).…”