Mathematics Teachers’ Views and Use of Differentiated Instruction: The case of two teachers in the Winneba Municipality, Ghana

Artigo2022

Nana Akosua Owusu-Ansah ORCID; Jones Apawu ORCID

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Resumo

To ensure that the global sustainable development goal on education is achieved, the implementation of differentiated instruction (DI) is beginning to gain attention in the Ghanaian education system. But is Ghana embracing and implementing DI effectively in the mathematics classroom? This paper investigated two junior high school (JHS) mathematics teachers’ views and use of DI in their mathematics classrooms. Qualitative data obtained through observations and semi-structured interviews in an embedded mixed methods study that employed the Solomon four group quasi-experiment design were analyzed and in this report. The results show that teachers used flexible grouping, tiered assignment, end of unit assignments, worksheets and ICT tools (though extremely challenging) as the convenient DI strategies. The interview data after the experiment disclosed that, DI impacted students’ performance positively. However, the data showed that DI is time consuming, extremely challenging, expensive and required resources not readily available in public schools. Recommendations are made for the embracing of convenient strategies of DI in Ghanaian classrooms.

Dados da obra

Tipo: Artigo
Periódico: African Journal of Educational Studies in Mathematics and Sciences, v. 18, n. 1, p. 1-13
Editora: African Journals OnLine
Ano: 2022 (2022-06-11)
Idioma: en
Palavras-chave: differentiated instruction; mathematics teachers; teacher perceptions; flexible grouping; tiered assignments; ICT in mathematics education; student performance; junior high school mathematics; Ghana education system
DOI: 10.4314/ajesms.v18i1.1
ISSN: 0855-501X, 2508-1128
Licença: cc-by
Acesso: Acesso aberto
Fontes: OpenAlex
Na Biblioteca desde: 01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
OWUSU-ANSAH, Nana Akosua; APAWU, Jones. Mathematics Teachers’ Views and Use of Differentiated Instruction: The case of two teachers in the Winneba Municipality, Ghana. African Journal of Educational Studies in Mathematics and Sciences, v. 18, n. 1, p. 1-13, 2022. DOI: https://doi.org/10.4314/ajesms.v18i1.1.

APA

Owusu-Ansah, N. A., & Apawu, J. (2022). Mathematics Teachers’ Views and Use of Differentiated Instruction: The case of two teachers in the Winneba Municipality, Ghana. African Journal of Educational Studies in Mathematics and Sciences, 18(1), 1-13. https://doi.org/10.4314/ajesms.v18i1.1

BibTeX

@article{owusuansah2022,
  author = {Owusu-Ansah, Nana Akosua and Apawu, Jones},
  title = {Mathematics Teachers’ Views and Use of Differentiated Instruction: The case of two teachers in the Winneba Municipality, Ghana},
  year = {2022},
  journal = {African Journal of Educational Studies in Mathematics and Sciences},
  volume = {18},
  number = {1},
  pages = {1-13},
  publisher = {African Journals OnLine},
  doi = {10.4314/ajesms.v18i1.1},
  language = {en}
}

RIS

TY  - JOUR
AU  - Owusu-Ansah, Nana Akosua
AU  - Apawu, Jones
TI  - Mathematics Teachers’ Views and Use of Differentiated Instruction: The case of two teachers in the Winneba Municipality, Ghana
PY  - 2022
JO  - African Journal of Educational Studies in Mathematics and Sciences
VL  - 18
IS  - 1
SP  - 1
EP  - 13
DO  - 10.4314/ajesms.v18i1.1
LA  - en
ER  -

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