Junior High School Mathematics Teachers’ Practice of Differentiated Instruction and Associated Challenges in Tano South Distict

Abstract

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 was 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.

In-service mathematics teachers’ knowledge of differentiated instruction

“…Undeniably, it is implausible for teachers to effectively and efficiently implement differentiation without an adequate understanding of differentiated instruction and the skills needed to do so. This study brings to bear the extent to which in-service mathematics teachers understand differentiated instruction and how that informed their practices of differentiated instruction in the Ghanaian basic school classrooms as revealed in Kyeremeh et al (2021) study.…”

“…Throughout the years, the Ghanaian Government has stressed inclusion in education by using various policies such as the Accelerated Development Plan in 1951, the Education Act of 1961 and the Inclusive Education Policy to facilitate discussions on how to include all learners irrespective of one's ability (MoE, 2015). This inclusive education policy acknowledges the diverse learning needs of students, and requires all stakeholders in the sector of education to address these needs under the universal design for learning (UDL) programme in a conducive learning environment (Kyeremeh, Amoah & Sabtiwu, 2021). This policy seeks to realise the nation's goal for creating the enabling environment to address the varied educational needs of individuals within the country.…”

“…Usually, general education teachers do not take special courses that focus on adapting instructions to meet the varying needs of students including those with special educational needs. And so, they are usually overwhelmed when students with special educational needs who should have been taught by special education teachers are placed in their classrooms (Kyeremeh et al, 2021).…”

“…Even though there are numerous studies of the concept of differentiated instruction and its use among educators in Ghana (e.g., Abora, 2015;Kyeremeh et al, 2021;Owusu, 2016), there are very few studies discussing JHS mathematics teachers' knowledge of differentiated instruction. Moreover, it appears no study has been conducted in the Tano South Municipality highlighting teachers' knowledge of this philosophy.…”

Junior High School Science Teachers’ Knowledge, Practice and Challenges of Differentiated Instruction in Kpandai District, Ghana

“…Several studies reached that, the adoption and practice of DI has contributed greatly on students' achievement (Wilujeng, 2012;Tomlinson, 2005;Beloshitskii & Dushkin, 2005;Tomlinson, 2014) with few of such studies conducted locally (Kyeremeh, Amoah, & Sabtiwu, 2021;Owusu, 2016;Abora, 2015).…”