Differentiated Instruction between Application and Constraints: Teachers’ Perspective

Author:

Al-Shaboul Yousef,Al-Azaizeh Manar,Al-Dosari Nasser

Abstract

<p style="text-align: justify;">This study aimed to investigate the degree to which teachers in Qatar implement differentiated instruction as well as the impact of years of experience, qualifications, grade, school subjects and training on teachers’ use of differentiated instruction. Also the study tried to explore the obstacles impeding the application of differentiate instruction. The study targeted all early childhood teachers (1,836) in 99 Qatar public schools spreading across the country. A random sample of 236 teachers, accounting for 12.9% of the population participated in the study. Following the mixed approach, the researchers used questionnaires and interviews to collect the data. The results showed no statistically significant differences among the respondents in the degree of application of differentiated instruction due to training and qualifications; however, statistically significant differences were detected in relevance to years of experience, grade, and the subject being taught. The study also found an agreement among teachers on the obstacles they face during their application of differentiated instruction, most notably the teaching load, class size, and time. The study concluded with recommendations for education providers, teachers and researchers.</p>

Publisher

Eurasian Society of Educational Research

Subject

Education

Cited by 4 articles. 订阅此论文施引文献 订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献

1. Addressing student diversity to improve mathematics achievement through differentiated instruction;International Journal of Professional Development, Learners and Learning;2024-04-11

2. Encouragement of Class Magnitude on Student Triumph in Erudition of English Language;International Journal of Language and Literature;2023-07-15

3. The Implementation of Differentiated Instruction Methods: An Identification of Inhibiting Factors and Their Solutions Toward Qualitative Surveys;Proceedings of the 1st UPY International Conference on Education and Social Science (UPINCESS 2022);2022-12-15

4. Empowering Pre-service English Teachers' Metacognitive Awareness in Teaching Through Reflections;European Journal of Educational Research;2022-10-15

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