dc.contributor.author |
Kyeremeh, P |
|
dc.date.accessioned |
2023-02-22T12:46:56Z |
|
dc.date.available |
2023-02-22T12:46:56Z |
|
dc.date.issued |
2018 |
|
dc.identifier.uri |
http://41.74.91.244:8080/handle/123456789/1444 |
|
dc.description |
A THESIS IN THE DEPARTMENT OF BASIC EDUCATION, FACULTY OF
EDUCATIONAL STUDIES, SUBMITTED TO THE SCHOOL OF
GRADUATE STUDIES, UNIVERSITY OF EDUCATION, WINNEBA IN
PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE AWARD OF
MASTER OF PHILOSOPHY (BASIC EDUCATION) DEGREE
JULY, 2018 |
en_US |
dc.description.abstract |
Differentiated Instruction is an approach to teaching that meets the diverse academic
needs of students by considering learner readiness, interest and learning styles. The
approach is grounded in the socio-cultural, multiple intelligence and constructivist
theories. The study sought to explore Junior High School (JHS) mathematics teachers‟
knowledge and practice of differentiated instruction in Tano South district of Ghana.
In order to achieve the purpose of the study, an explanatory sequential mixed method
design was employed. A sample size of 50 JHS mathematics teachers comprising 41
general teachers and 9 special teachers was used in the quantitative study whereas 6
JHS mathematics teachers comprising 4 general teachers and 2 special teachers was
employed in qualitative phase. A proportionate stratified sampling technique was
employed by the researcher to select the sample of teachers for the study. In this
mixed method study, the researcher followed up the quantitative results garnered
through questionnaire with qualitative data using semi-structured interviews.
Descriptive statistics involving frequency, percentages, mean and standard deviation
was used to provide counts of the factors underpinning the analysis of the
questionnaire data and the demographic responses. Data from the teachers‟
questionnaires were analysed using descriptive statistical methods involving
frequency, percentages, mean, standard deviation and average per item rating. Also,
inferential statistics such as t-test with a 0.05 level of significance was used to test the
hypotheses. The qualitative data collected through the interview were analysed using
cross-case approach. The findings of the study revealed that majority of JHS
mathematics teachers sometimes practice differentiated instruction even though they
were found to possess high knowledge of differentiated instruction. Hypothetically, it
was revealed that there is no significant difference in the knowledge and practice of
differentiated instruction between general education and special education teachers.
The study recommends Ghana Education Service (GES) and headteachers to
implement professional development/training programmes for all general education
and special education teachers with the focus on the three main elements of
differentiated instruction. It is directed that, future studies might look at how school
administration supports teachers with the implementation of differentiated instruction
in the classrooms. |
en_US |
dc.language.iso |
en |
en_US |
dc.publisher |
University of Education,Winneba |
en_US |
dc.subject |
Differentiated instruction |
en_US |
dc.title |
Junior high school mathematics teachers’ knowledge and practice of differentiated instruction in Tano South district |
en_US |
dc.type |
Software |
en_US |