Differentiated Instructional Method: The Indices of Success and Bottlenecks in Bonny Island
Aluko, Oluyemisi Christiana, Mary Mojirade Ayantunji
Abstract
The mainstream system of learning often neglects students with learning needs. Hence, the study investigated the level of knowledge of Differentiated Instructional Methods (DIMs), teacher proficiency, successes, barriers to implementation, and the effect of DIMs on individual learning outcomes in Bonny Island. A structured questionnaire was administered and classroom observation was conducted for data collection. The sample population consisted of 50 teachers. Results showed that there was a high level of DIM awareness. However, the success of DIMs varied among schools. 15% of the teachers adopted DIMs. This significantly impacted the learning outcome. Inadequate training, insufficient learning resources, space, lesson preparation time, and lack of support staff were barriers to DIM implementation. A high-class population (30-44) disrupted learning. DIM implementation is imperative to cater to the needs of all children. Pre- and in-service training on DIMs and proper funding and monitoring of schools should be adopted to improve DIM application.
Keywords
Differentiation
Varied needs
Learning outcomes
and Independent learning
References
Ademola, I. A., Okebukola, P. A., Oladejo, A. I., Onowugbeda, F. U., Gbeleyi, O. A., &
Agbanimu, D. O. (2021). Teachers’ qualifications and teaching experience: Impact on
quality assurance in Nigeria secondary education. NOUN Journal of Management and
International Development, 6(1), 260–272. ISSN: 978-978-928-241-0.
Anggoro, S., Fitriati, A., Thoe, N. K., Talib, C. A., & Mareza, L. (2024). Differentiated instruction
based on multiple intelligences as promising joyful and meaningful learning. International
Journal
of
Evaluation
and
Research
in
Education,
13(2),
DOI:
10.11591/ijere.v13i2.24791.
Antinluoma, M., Ilomäki, L., & Toom, A. (2022). The involvement of teaching assistants in
professional
learning
communities.
Cogent
Education,
9(1),
https://doi.org/10.1080/2331186X.2022.2145811.
BERA. (2004). Revised ethical guidelines for educational research. Retrieved from
www.bera.ac.uk/publications/guides.php.
Cardiff, G., Ní Chróinín, D., Bowles, R., Fletcher, T., & Beni, S. (2023). ‘Just let them have a
say!’ Students’ perspective of student voice pedagogies in primary physical education.
Irish
Educational
Studies,
42(4),
659–676.
https://doi.org/10.1080/03323315.2023.2255987.
Chimbi, G. T., & Jita, L. C. (2021). Searching for learners’ voices: Teachers’ struggle to align
pedagogical-reform policy with instructional practice. Journal of Pedagogy, 12(2), 61–83.
DOI: 10.2478/jped-2021-0010.
Eze, B. E. (2024). Poor funding of public secondary schools in Nigeria: Implications for national
development. Journal of Economics and Environmental Education (JEEE, 8(1), 76–90.
ISSN: 2315-6821 (Print).
Gaitas, S., Carêto, C., Peixoto, F., & Silva, J. C. (2022). Differentiated instruction: ‘To be, or not
to be, that is the question’. International Journal of Inclusive Education, 28(11), 2607–
DOI: 10.1080/13603116.2022.2119290.
Geletu, G. M., & Mihiretie, D. M. (2022). The effects of primary school teachers’ professional
development activities on differentiated instructional practices and possibilities of
elevating students’ learning engagement. Education 3–13, 52(2), 1–16. DOI:
10.1080/03004279.2022.2143722.
Gheyssens, E., Coubergs, C., Griful-Freixenet, J., Engels, N., & Struyven, K. (2022).
Differentiated instruction: The diversity of teachers’ philosophy and praxis to adapt
teaching to students’ interests, readiness, and learning profiles. International Journal of
Inclusive Education, 26(4), 1383–1400. DOI: 10.1080/13603116.2020.1812739.
Hanley, H., & Garrity, S. (2024). ECCE teachers’ attitudes in Ireland towards including children
with special educational needs. Irish Educational Studies, 43(4), 683–701. DOI:
10.1080/03323315.2022.2135567.
Hussein, A., Ashoor, I. A., & Majed, S. S. (2024). The effectiveness of a differentiated learning
strategy using flexible groups to improve football skills and keep it. International Journal
of
Disabilities
Sports
and
Health
Sciences,
7(1),
236–244.
https://doi.org/10.33438/ijdshs.1370182.
Karlidag, I. O. (2021). Creating learning environments in preschool classrooms: Perspectives of
pre-service preschool teachers. International Journal of Progressive Education, 17(3), 327–
DOI: 10.29329/ijpe.2021.346.21.
Kharka, D. K. (2024). Teacher’s attitude towards the use of differentiated instruction (DI) and its
impact in teaching. Bhutan Journal of Research and Development, 13(1), 117–135. DOI:
10.17102/bjrd.rub.13.1.08.
Langelaan, B. N., Gaikhorst, L., Smets, W., & Oostdam, R. J. (2024). Differentiating instruction:
Understanding the key elements for successful teacher preparation and development.
Teaching and Teacher Education, 140, 104464. https://doi.org/10.1016/j.tate.2023.104464.
Lavania, M., & Nor, F. M. (2021). Factors influencing the implementation of differentiated
instruction in English language instruction in rural and urban secondary schools of Johor
Bahru. Creative Education, 12(6), 1235–1246. DOI: 10.4236/ce.2021.126093.
Lavania, M., & Nor, F. B. M. (2020). Barriers in differentiated instruction: A systematic review
of the literature. Journal of Critical Reviews, 7(6), 293–297. ISSN: 2394-5125.
Lester, C. (2023). What is the effect of differentiated instruction on student engagement in
learning? (Doctoral Dissertation, Kennesaw State University). Retrieved from
https://digitalcommons.kennesaw.edu/teachleaddoc_etd/64.
Marks, A., Woolcott, G., & Markopoulos, C. (2021). Differentiating instruction: Development of
a practice framework for and with secondary mathematics classroom teachers.
International
Electronic
Journal
of
Mathematics
Education,
16(3),
https://doi.org/10.29333/iejme/11198.
McCall, A. (2024). The intersection of learning styles and multiple intelligences: A holistic
approach to education. ResearchGate. Retrieved from ResearchGate
McLeod, S. (2024). Vygotsky’s theory of cognitive development. Simply Psychology. Retrieved
from Simply Psychology
Motshusi, M. C., Ngobeni, E. T., & Sepeng, P. (2024). Lack of parental involvement in the
education of their children in the foundation phase: Case of selected schools in the
Thabazimbi Circuit. Research in Educational Policy and Management, 6(2), 21–41. DOI:
10.46303/repam.2024.20.
Obrovská, J., Svojanovský, P., Kratochvílová, J., Lojdová, K., T?ma, F., & Vl?ková, K. (2024).
Promises and challenges of differentiated instruction as pre-service teachers learn to
address pupil diversity. Journal of Education for Teaching, 50(3), 403–420.
https://doi.org/10.1080/08878730.2024.2401559.
Padmore, E. A., & Ali, C. A. (2024). Exploring effective differentiated instruction in the teaching
and learning of mathematics. ASEAN Journal for Science Education, 3(1), 41–54.
Retrieved from https://ejournal.bumipublikasinusantara.id/index.php/ajsed.
Pradhan, K. C., & Naik, M. S. (2024). Inclusive education: A foundation for equality and
empowerment at the elementary stage. International Journal of Multidisciplinary Research
in Arts, Science and Technology, 2*(2), 1–8. DOI: 10.61778/ijmrast.v2i2.36.
Sapan, M., & Mede, E. (2022). The effects of differentiated instruction (DI) on achievement,
motivation, and autonomy among English learners. Iranian Journal of Language Teaching
Research, 10(1), 127–144. DOI: 10.30466/ijltr.2022.121125.
Sun, Y., & Xiao, L. (2024). Research trends and hotspots of differentiated instruction over the past
two decades (2000–2020): A bibliometric analysis. Educational Studies, 50(2), 186–202.
https://doi.org/10.1080/03055698.2021.1937945.
Tamatea, L. (2005). The Dakar framework: Constructing and deconstructing the global neo?liberal
matrix.
Globalization,
Societies
and
Education,
3(3),
311–334.
DOI:
10.1080/14767720500166993.
Tomlinson, C.A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners.
2nd Edition, ASCD, Alexandria.
Tomlinson, C.A., Brighton, C., Hertzberg, H., Callahan, C.M., Moon, T.R., Brimijoin, K.,
Conover, L.A. and Reynolds, T., 2003. Differentiating instruction in response to student
readiness, interest, and learning profile in academically diverse classrooms: A review of
literature. Journal for the Education of the Gifted, 27(2-3), pp.119-145. DOI:
10.1177/016235320302700203.
Unal, A., Unal, Z., & Bodur, Y. (2022). Differentiated instruction and kindergarten through 5th
grade
teachers.
Georgia
Educational
Researcher,
19(2),
1–24.
DOI:
10.20429/ger.2022.190202.
Valiandes, S. (2015). Evaluating the impact of differentiated instruction on literacy and reading in
mixed-ability classrooms: Quality and equity dimensions of education effectiveness.
Studies
in
Educational
Evaluation,
45,
17–26.
https://doi.org/10.1016/j.stueduc.2015.02.005.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes.
