Differentiated instruction : teachers’ knowledge, perceptions and practices in inclusive schools in Bhutan

Abstract

This quantitative study aimed to explore teachers’ level of knowledge, perceptions and practices of differentiated instruction (DI) in inclusive schools in Bhutan. It also aimed to investigate differences in knowledge, perceptions and practices of DI between demographic variables. The sample size was determined by using Krejcie and Morgan Table. A total of 185 teachers from 19 inclusive schools responded to the online questionnaire covering 75% of the actual sample size (248). The questionnaire was validated by three experts employing the Item-Object-Congruence (IOC). Prior to data collection, the instrument was field-tested for reliability assessment. Cronbach’s alpha of 15 perception items and 20 practice items were 0.90 and 0.92, respectively. The KR-20 reliability test of 15 knowledge items was 0.64. The gathered data were analyzed using descriptive and inferential statistics. Findings indicated that teachers’ DI knowledge was found fairly at the low level (M=0.54, SD=0.14); however, teachers’ perceptions (M=3.97, SD=0.42) and practices of DI (M=3.53, SD=0.63) were found at the high level. Knowledge of special education teachers was significantly higher than those of general teachers (M=0.58, SD=0.14), (M=0.52, SD=0.13), respectively, (t(183)=2.790, p=0.006), and trained teachers’ knowledge of DI was also found significantly higher than those of untrained teachers (M=0.56, SD=0.13), (M=0.50, SD=0.14), respectively, (t(183)=2.898, p=0.004). Similarly, special education teachers’ perceptions of DI was significantly higher than the general teachers (M=4.14, SD=0.37), (M=3.89, SD=0.41), respectively, (t(183)=4.194, p=0.000) and trained teachers perception of DI was also found significantly higher than untrained teachers (M=4.09, SD=0.39), (M=3.81, SD=0.40), respectively, (t(183)=4.909, p=0.000). It was also found that special education teachers’ level of practice of DI was found significantly higher than general teachers (M=3.75, SD=0.57), (M=3.42, SD=0.63), respectively, (t(183)=3.577, p=0.000). IMPLICATION OF THESIS: Professional development explicitly focusing on DI content is strongly recommended for all teachers teaching in inclusive schools in Bhutan. Recommendations are put forward to the three relevant agencies under Ministry of Education: ECCD & SEN Division, District Education Officers and school administrators. Furthermore, future research on a similar topic through robust mixed-method design that enables triangulations is suggested.