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The Effectiveness of Differentiated Instruction in Enhancing Pupils Mathematics Performance At Monde Day Secondary School in Lusangazi District
Adrian Chisenga Tembo, PG Student, DMI St. Eugene University (IVDL), Chipata Campus, Zambia , Dr. PhiriJohn ,Head Teacher, Chankhanga Day Secondary School, Kasenengwa District
Pages: 1-13 | First Published: 05 May 2025
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Abstract

Differentiated instruction has gained increasing attention as an effective pedagogical approach to address the diverse learning needs of pupils. This study explored the effectiveness of differentiated instruction in enhancing pupils' mathematics performance at Monde Day Secondary School in Lusangazi district. The research aimed to evaluate the impact of differentiated instruction on learners' academic outcomes, examine how it accommodates diverse learning needs, and identify challenges faced by teachers in its implementation. By employing a case study research design, the study collected data from mathematics teachers and pupils through questionnaires, interviews, and classroom observations, ensuring a comprehensive understanding of differentiated instruction's role in mathematics education.

The study employed both qualitative and quantitative methods to analyze the data, allowing for a detailed assessment of the effectiveness of differentiated instruction. Statistical tools were used to evaluate performance trends, while thematic analysis captured teachers' and pupils' perceptions of the approach. Ethical considerations, including informed consent and confidentiality, were strictly adhered to throughout the research process. The findings provided valuable insights into how differentiated instruction influenced mathematics performance and informed educators and policymakers on best practices for inclusive and effective teaching.

The study's significance lay in its potential to contribute to the growing body of knowledge on differentiated instruction and its application in mathematics education. 

Keywords: Differentiated Instruction, Mathematics Performance, Inclusive Education, Pedagogical Strategies, Learning Diversity, Education Policy.

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