Abstract
The purpose of this doctoral thesis is to explore the implementation of differentiated instruction (DI) in junior primary mathematics in rural farm schools in Namibia. It investigates how DI can support learners with varied academic needs in resource-limited environments, and examines both the challenges and successes teachers face, along with the professional development needed for effective implementation.
This study employed narrative qualitative phenomenological involved focus group discussions, interviews, document analysis, and classroom observations, providing in-depth insights into the experiences and perceptions of 18 participants (14 junior primary teachers and 4 HoD’s) ages ranged between 25 and 55 years.
A systematically analysis approach was used to analyse data by categorizing them using a specific coding method. The study revealed that DI significantly improved learners’ engagement and academic achievement in mathematics. Learners demonstrated increased motivation, participation, and confidence in their mathematical abilities. Teachers reported enhanced teaching skills and greater confidence in addressing the diverse learning needs of their learners. However, the study also identified challenges, such as limited resources and varying levels of teacher preparedness, which were mitigated through targeted professional development and ongoing support.
Further, the study revealed that teachers use drill, and rote memorization methods, and local materials at their disposals which don’t invite the learning interests of all the learners to learn mathematics. Furthermore, the study described the teaching situation
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in farm schools being harsh and humiliating. Nomadic lifestyles do not adapt the universal curriculum and academic cycle as high drop-outs, high absenteeism is being recorded.
The findings of this research contribute to the existing body of literature by providing empirical evidence on the effectiveness of DI in a unique educational context. The study highlights the importance of contextually relevant teaching materials, sustained professional development, and the need for educational policies that support DI in resource-constrained settings.
This thesis concludes that DI is a viable and effective teaching approach for enhancing mathematics education in junior primary schools in rural Namibia.
Key words: differentiated instruction, junior primary mathematics, rural-farm school, ,professional development, one size fits all, kamaku-devils claw’