Teachers’ Perspective towards Differentiated Instruction Approach in Teaching and Learning of Mathematics in Kenya
Dr. Mercy Wanja Njagi

Abstract
Students’ populations are becoming more academically diverse due to ever increasing variety of learners in the heterogeneous classroom make-up. Effective teachers in contemporary classrooms have to learn to develop classroom routines that attend to learner variance in order to raise students’ achievement. Teachers need to focus on using sound instructional practices that will improve students’ performance for all types of learners. Differentiated instruction is instructional practice that can be used by teachers to meet the diversity of student learning needs and also offers hope for increasing teacher effectiveness. The purpose of the study was to investigate the teachers’ perspective with regard to differentiated instruction as a teaching and learning approach in Kenya. The study sought to explore the mathematics teachers’ opinions, concerns and attitude towards differentiated instruction approach. The study employed descriptive research design and data was obtained from teachers using questionnaire. The research was carried out in secondary schools that were purposeful sampled. The study utilized 20 form three mathematics teachers who had been trained in differentiated instruction and had implemented the approach in their schools. The data obtained was analysed using descriptive statistics. Results indicated that teachers felt differentiated instruction approach was significant enough to use in the classroom, necessary for teacher effectiveness and improve student achievement. The findings of the study may help to heighten awareness of practices of differentiated instruction and also contribute to the limited body of research addressing teachers’ perspective towards differentiated instruction approach.

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