TITLE:
Assessing Practices and Challenges in Implementing Differentiated Instruction in Mingde Primary School
AUTHORS:
Abera Ayele Adare, Yanping Li, Bereket Merkine Gebresilase
KEYWORDS:
Differentiated Instruction, Practice, Challenge, Mingde Primary
JOURNAL NAME:
Open Journal of Social Sciences,
Vol.11 No.2,
February
13,
2023
ABSTRACT: This study was designed to assess the practices and challenges in
implementing differentiated instruction in Mingde primary school. Qualitative
research design using case study method was employed to investigate the
challenges and practices of differentiated instruction. Semi-structured
interviews were conducted to collect data for this study. Data collection
method was based on two one to one basis. The findings revealed that there is a
conceptual understanding problem among teachers, as well as a difference of
understanding regarding differentiated instruction between teachers who teach
language versus other science subjects. The study findings reveal that teachers
use individualized instruction rather than that of differentiated instruction.
The findings also point to the challenges of large class size, stakeholder
commitment, and the lack of professional training which hinder teachers from
using differentiated instruction in the classroom. In conclusion, Mingde
primary school teachers need professional training in differentiated
instruction, and the stakeholders should play a role in this training.