PERCEIVED IMPACT OF DIFFERENTIATED INSTRUCTION ON THE LEARNING OUTCOMES OF SLOW LEARNERS IN IKWUANO LOCAL GOVERNMENT EDUCATION AUTHORITY OF ABIA STATE

Abstract

This study investigated the perceived impact of differentiated instruction on the learning outcomes of slow learners in Ikwuano Local Government Education Authority of Abia State. Three research questions guided the study. Descriptive survey research design was adopted to carry out the research. The population of the study constituted 696 public primary school teachers in the 58 public primary schools in the study area. Simple random sampling technique was used to select 150 primary school teachers from the total population. The instrument for data collection was a 28-item structured questionnaire titled “Questionnaire on the Perceived Impact of Differentiated Instruction on the Learning Outcome of Slow Learners” (QPIDILOSL) developed by the researcher.  The reliability was established using Cronbach alpha and the test yielded reliability coefficient of 0.78, 0.80 and 0.80 respectively. The overall reliability co-efficient of the instrument was 0.79. Mean was used for the analyze the data. The result of the findings revealed that differentiated instruction positively impacts the learning process and learning outcomes of slow learners in primary schools. The findings identified teachers’ lack of skills, large class size, inadequate resources, among others as the challenges facing the implementation of differentiated instruction. The findings also revealed that organizing workshops and seminars for teachers, allocation of adequate funding, among others are the possible solutions to the challenges facing the implementation of differentiated instructions in primary schools. Based on the findings, the researcher recommended that authorities should provide teachers with professional development on the effective use of differentiated instruction approach for an improved educational outcome of slow learners among others.