Assessing Practices and Challenges in Implementing Differentiated Instruction in Mingde Primary School

Abstract

This study was designed to assess the practices and challenges in implementing differentiated instruction in Mingde primary school. Qualitative research design using case study method was employed to investigate the challenges and practices of differentiated instruction. Semi-structured interviews were conducted to collect data for this study. Data collection method was based on two one to one basis. The findings revealed that there is a conceptual understanding problem among teachers, as well as a difference of understanding regarding differentiated instruction between teachers who teach language versus other science subjects. The study findings reveal that teachers use individualized instruction rather than that of differentiated instruction. The findings also point to the challenges of large class size, stakeholder commitment, and the lack of professional training which hinder teachers from using differentiated instruction in the classroom. In conclusion, Mingde primary school teachers need professional training in differentiated instruction, and the stakeholders should play a role in this training.