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

Kadonsi Kaziya
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Kadonsi Kaziya: The University of Zambia, Department of Educational Psychology, Special Education and Sociology of Education

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 4, 5479-5506

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

Date: 2025
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