Teachers’ perceptions on differentiated instruction : do experience, qualification and challenges matter?

creativework.keywordsChallenges | Differentiated instruction (DI) | Perceptions | Teacher qualification | Teaching experience.
dc.contributor.authorShareefa, Mariyam
dc.contributor.authorMoosa, Visal
dc.contributor.authorZin, Rohani Mat
dc.contributor.authorAbdullah, Nor Zaiham Midawati
dc.contributor.authorJawawi, Rosmawijah
dc.date.accessioned2024-09-26T08:43:59Z
dc.date.available2024-09-26T08:43:59Z
dc.date.issued2019
dc.description.abstractThis mixed-method study examines data gathered from 101 elementary teachers to investigate their perceptions about Differentiated Instruction (DI) based on qualification and experience. The study also explores the challenges of implementing DI. A survey questionnaire with both Likert-type and open-ended questions was utilised to collect data. The results indicated that teachers had a high perception on DI, while no statistically significant difference in teachers’ perceptions based on their experience and qualification was identified. Additionally, lack of resources, time, support, knowledge, and class size were identified as barriers for DI implementation.
dc.formatpdf
dc.identifier.urihttps://hoba.ium.edu.mv/handle/1/1977
dc.language.isoen
dc.subjectEducation | ތަޢުލީމު
dc.titleTeachers’ perceptions on differentiated instruction : do experience, qualification and challenges matter?
dc.title.alternativeInternational Journal of Learning, Teaching and Educational Research vol. 18, no. 8, August 2019
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