Factors influencing the implementation of a differentiated instruction model in Kianjiruini Primary School
Date
2021
Authors
Mwangi, Lynette Wanjiku
Journal Title
Journal ISSN
Volume Title
Publisher
Strathmore University
Abstract
The differentiated instruction model has been cited as an effective tool in enhancing inclusive education by enabling teachers to give all learners personalized attention. A differentiated instruction model caters for diversity in an inclusive education setting whereby learners have mixed skills levels thus ensuring that needs of each learner are met. However, use of a differentiated instruction model is faced by rampant challenges such as hostile learning environment, lack of adaptive aids, lack of appropriate teaching and testing methodology and lack of training for teachers. There are various factors that influence the successful implementation of a differentiated instruction model. The study looks at the following categories: school-based factors, teacher personal factors and the interplay between school-based factors and teacher personal factors as outlined in the social model of disability. The study also contextualizes the differentiated instruction model using Tomlinson’s model. Conducting the research offered a solution to the various challenges encountered when implementing a DI model. The study utilized a mixed research methodology taking a case study approach. The case study approach was appropriate as it provides an in-depth understanding of the research problem in a real-life environment. The study population constituted of the head teacher, 30 teachers and 17 guardians of pupils with disabilities in Kianjiruini Primary School, Murang’a County. Since the target population is small, the study did not sample but rather conducted a census. This constituted 48 respondents. The study used primary data collected using semi-structured questionnaires and a key informant interview guide. The questionnaires were used to gather data from the teachers and guardians while the key informant interview guide gathered data from the head teacher. The questionnaires were self-administered to the respondents using the drop and pick later method while the key informant interview was conducted face to face. The analysis of quantitative data was facilitated by use of Statistical Package for Social Sciences (SPSS) version 24. On the other hand, qualitative data was thematically analyzed using content analysis. The data was presented in continuous prose form. Ethical considerations regarding confidentiality, anonymity and voluntary participation were adhered to. Since the study was case study research, the outcomes of the research can be used to develop a study of a number of integrated schools to check whether the various factors influencing implementation of a differentiated instruction model in an inclusive setting can be generalized to a wider population. The study concluded that school-based factors, teacher personal factors and the interplay between school-based factors and teacher personal factors influenced use of the DI model in Kianjiruini Primary School in Murang’a County. The study results reveal that the concept of use of DI is still new with only few schools using it in an inclusive setting. Hence, this study recommends that the government of Kenya through the MOE should pass across the message on the importance of DI more so in an inclusive setting. This will involve upgrading of more schools so that they can take up SNE learners. This will in return aid in distribution of the SNE learners in more schools thereby decongesting the current schools that have enrolled many SNE learners. The study recommends that a similar study be conducted in a different county for comparison purposes.
Description
A Thesis submitted in partial fulfillment of the requirements for the Degree of Master of Science in Education Management at Strathmore University
Keywords
Inclusive education, Differentiated instruction, Special needs education_Kenya