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Exploring Effective Differentiated Instruction in The Teaching and Learning of Mathematics

Edward Abanie Padmore(1), Clement Ayarebilla Ali(2),


(1) NJA College of Education
(2) University of Education
Corresponding Author

Abstract


This study, seeks to explore the use of differentiated instruction to facilitate effective teaching and learning. The sequential explanatory mixed methods design was used to guide this study. In this design, the researchers first collected quantitative, analyzed and interpreted the results, and thereafter collected qualitative data on typical issues that emerged from the quantitative data to support and further explain the quantitative findings. In the quantitative phase, a sample of 125 participants, comprised 50 early-grade facilitators, 25 upper primary facilitators, 30 Junior High School facilitators, 10 head facilitators, 9 School Inspection Officers, and 1 Mathematics coordinator. The instruments used were a questionnaire and interview for the facilitators, and interviews with the mathematics coordinator, head teachers, and school inspection officers. The findings of the paper revealed that the implementation of differentiated instruction contributes to the improved academic performance of learners. Other important issues that emerged were overcrowded classrooms, limited time, lack or very little support from stakeholders, over-concentration on examinable topics, and lack of resources availabilities. It was recommended that mathematics teachers and other stakeholders get themselves acquainted with modern theories and methodologies in differentiated instruction.

Keywords


Differentiated instruction; Facilitators; Learners; Mathematics; Teaching and learning

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