Teachers’ Perception Towards Differentiated Instruction Approach in Secondary Schools of Namangan City

Document Type : Research Paper


English Language Faculty, Namangan State University, Uzbekistan


The study investigates English language teachers’ beliefs and perceptions in understanding the notion of differentiated instruction strategy in secondary schools in Uzbekistan. To achieve this, the researchers designed a questionnaire consisting of 3 parts, a question list for semi-structured interviews and an unstructured observation sheet. The instruments were used after having verified their validity and reliability. Our teachers participated in the research who took the questionnaires, 20 sub-samples were interviewed and 10 of them volunteered to conduct the classes per 2 observations, that is 20 observations in total. The results indicate that teachers have different points of view on differentiated instruction strategies based on their experience.  There was a big difference among questionnaire and interview responses compared to what was observed in classes in terms of applying elements of Differentiated Instruction such as Content and Process. The analyses of data show that being familiar with DI is statistically significant toward the age, working experience, and grade currently teaching. The study recommends organizing workshops for language teachers to train them to differentiate instructions and increase their awareness of the strategies of differentiation along with organizing lesson observation of those teachers who already implement differentiated instructions in their classes. 


Aftab, J. (2016). Teachers’ Beliefs about Differentiated Instructions in Mixed-Ability Classrooms: A Case of Time Limitation. Journal of Education and Educational Development, 2(2), 94.
Aldossari, A.T., (2018). The Challenges of Using the Differentiated Instruction Strategy: A Case Study in the General Education Stages in Saudi Arabia.  International Education Studies, 11(4), 74-83.
Aliakbari, M., Haghighi, J.K. (2014). Impact of Differentiated Instruction Strategies and Traditional-Based Instruction on the Reading Comprehension of Iranian EFL Students.  RALs, 5(1).  109-129.
Celik, S. (2019). Creating an Inclusive and Multicultural Classroom by Differentiated Instruction. International Journal of Humanities and Social Science, 9(6), 12–17. https://doi.Org/10.30845/ ijhss.v9n6p5
Chamberlin, M.T. (2011). The Potential of Prospective Teachers Experiencing DI in a Mathematics Course.International Electronic Journal of Mathematics Evaluation. 6(3), 134-156.
Chen, J.H., & Chen, Y.C. (2017). Differentiated Instruction in a Calculus Curriculum for College Students in Taiwan. Journal of Education and Learning, 7(1), 88-95.
De Graaf, A., Westbroek, H., & Janssen, F. (2018). A Practical Approach to Differentiated Instruction: How Biology Teachers Redesigned Their Genetics and Ecology Lessons. Journal of Science Teacher Education, 30(1), 6–23. https://doi.org/10.1080/1046560x.2018.1523646
Dixon, F.A., Yssel, N., McConnel, J. M., Hardin, T. (2014).  Differentiated Instruction, Professional Development, and Teacher Efficacy.  Journal for the Education of the Gifted, 37(2), 111-127.
Dorneyi, Z. (2007). Research Methods in Applied Linguistics: Qualitative, Quantitative and Mixed Methodologies (X ed.). Oxford: University Press. p.136.
Dosch, M., Zidon, M. (2014).  “The Course Fit Us”: Differentiated Instruction in the College Classroom. International Journal of Teaching and Learning in Higher Education, 26 (3), 343-357.
Haelermans, C., Ghysels, J., & Prince, F. (2014). Increasing performance by differentiated teaching. Experimental evidence of the student benefits of digital differentiation. British Journal of Educational Technology, 46(6), 1161–1174. https://doi.org/10.1111/bjet.12209
Islam, C., & Park, M. (2015). Preparing Teachers to Promote Culturally Relevant Teaching: Helping English Language Learners in the Classroom. Multicultural Education, 23, 38-44.
Karadag, R., Yasar, S. (2010). Effects of differentiated instruction on students` attitudes towards Turkish courses: action research. Procedia Social and Behavioral Sciences 9, 1394-1399. Available online at www.sciencedirect.com.
Kousa, P., &Aksela, M. (2019). The needs for successful chemistry teaching in diverse classes: teachers’ beliefs and practices. Lumat: International Journal of Math, Science and Technology Education, 7(1), 96–97.
Kousa, P., &Aksela, M. (2019b). The needs for successful chemistry teaching in diverse classes: teachers’ beliefs and practices. Lumat: International Journal of Math, Science and Technology Education, 7(1), 79–100. https://doi.org/10.31129/lumat.7.1.390
Logan, B. (2011). Examining Differentiated Instruction: Teachers Respond. Research in Higher Education Journal, 13.
Mertoğlu, H. (2020). Views of Preservice Primary School Teachers on Inclusion and Differentiated Science Experiments. Journal of Education and Learning, 9(3), 47. https://doi.org/10.5539/jel. v9n3p47.
Moosa, V., &Shareefa, M. (2019). Implementation of Differentiated Instruction: Conjoint Effect of Teachers’ Sense of Efficacy, Perception, and Knowledge. Anatolian Journal of Education4(1), 87–93. https://doi.org/10.29333/aje.2019.413a
Nazzal, A. (2010, November 30). Differentiation in Practice: An Exploration of First Year Teacher Implementation of Differentiation Strategies as Expected Outcomes of Teacher Preparation Program. Retrieved November 09, 2020, from https://eric.ed.gov/?id=EJ1092652
Pilten, G. (2016, July 31). A Phenomenological Study of Teacher Perceptions of the Applicability of Differentiated Reading Instruction Designs in Turkey. Retrieved November 09, 2020, from https://eric.ed.gov/?id=EJ1115084
Siddiqui, O.,  Alghamdi, F.M. (2017). Implementing Differentiated Instructions in EFL Remedial Classes: An Action Research. Education and Linguistics Research, 3 (2), 89-101.
Smit, R., Humpert, W. (2012). Differentiated Instruction in small schools. Teaching and Teacher Education, 28, 1152-1162.
Strogilos, V., Avramidis, E., Voulagka, A., &Tragoulia, E. (2018). Differentiated instruction for students with disabilities in early childhood co-taught classrooms: types and quality of modifications. International Journal of Inclusive Education, 24(4), 443–461. https://doi.org/10.1080/1360311 6.2018.1466928.
The Elements of Differentiated Instruction. (n.d.). Retrieved November 9, 2020, from http://gaudet.info/thirtysecond/Elemntsof.pdf.
Tomlinson, A.C. (2010) Differentiated Instruction Educator’s Package, Retrieved from http://www.edugains.ca/resourcesDI/EducatorsPackages/DIEducatorsPackage2010/2010EducatorsGuide.pdf.
Tomlinson, C. A., & Strickland, C. A. (2005). Differentiation in practice a resource guide for differentiating curriculum; grades 9-12. Alexandria, VA: Assoc. for Supervision and Curriculum Development.
Tomlinson, C. A., Miracle, A. W., & Martin, L. (2001). How to differentiate instruction in mixed-ability classrooms. Alexandria, VA: Association for Supervision and Curriculum Development. 
Tomlinson. A.C. (2020, November 08) What Is Differentiated Instruction? Retrieved from https://www.readingrockets.org/article/what-differentiated-instruction.
Turnir, W.D., Solis, O.J. and Kincade, D.H. (2017) Differentiating Instruction for Large Classes in Higher Education. International Journal of Teaching and Learning in Higher Education, 29 (3), 490-500.
Yenmez, A.A. &Özpinar, I. (2017). Pre-Service Education on Differentiated Instruction: Elementary Teacher Candidates' Competences and Opinions on the Process. Journal of Education and Practice, 8(5).
Volume 10, Issue 41 - Serial Number 41
تابستان 1401
July 2022
Pages 37-47
  • Receive Date: 14 January 2022
  • Revise Date: 19 March 2022
  • Accept Date: 05 May 2022
  • First Publish Date: 05 May 2022