IDEAS home Printed from https://ideas.repec.org/a/bcp/journl/v9y2025issue-45479-5506.html
   My bibliography  Save this article

Adopting Differentiated Instruction in High School Mathematics Classrooms: Challenges and Successes in Kalomo District, Zambia

Author

Listed:
  • Kadonsi Kaziya

    (The University of Zambia, Department of Educational Psychology, Special Education and Sociology of Education)

Abstract

This study investigates the challenges and successes of implementing differentiated instruction (DI) in high school mathematics classrooms in Kalomo District, Zambia, addressing a critical gap in understanding DI within resource-constrained contexts. Grounded in Howard Gardner’s Multiple Intelligences Theory, the research evaluates how DI strategies impact students’ academic performance and engagement while identifying systemic barriers to their implementation. Using a convergent parallel mixed-methods design, the study integrates quantitative data from surveys of 300 students and 50 teachers with qualitative insights from interviews and classroom observations. Quantitative findings reveal that DI classrooms achieved higher mean academic performance (72.4% vs. 65.3%) and engagement levels (78.5% vs. 62.3%), with medium to large effect sizes. Resource availability emerged as a significant predictor of outcomes (β = 0.43, p

Suggested Citation

  • Kadonsi Kaziya, 2025. "Adopting Differentiated Instruction in High School Mathematics Classrooms: Challenges and Successes in Kalomo District, Zambia," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(4), pages 5479-5506, April.
    • Handle: RePEc:bcp:journl:v:9:y:2025:issue-4:5479-5506
    as

    Download full text from publisher

    File URL: https://www.rsisinternational.org/journals/ijriss/Digital-Library/volume-9-issue-4/5479-5506.pdf
    Download Restriction: no
    File URL: https://rsisinternational.org/journals/ijriss/articles/adopting-differentiated-instruction-in-high-school-mathematics-classrooms-challenges-and-successes-in-kalomo-district-zambia/
    Download Restriction: no
    ---><---

    More about this item

    Statistics

    Access and download statistics

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:bcp:journl:v:9:y:2025:issue-4:5479-5506. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    We have no bibliographic references for this item. You can help adding them by using this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Dr. Pawan Verma (email available below). General contact details of provider: https://rsisinternational.org/journals/ijriss/ .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.