Usage of Differentiated Instruction on Enhancing Personal Skills among Pupils in Special Primary Schools in Kilimanjaro Region, Tanzania

Abstract

In the course of an exhaustive study conducted within the territorial confines of the Kilimanjaro Region, United Republic of Tanzania, the researchers undertook a detailed examination of the application of differentiated instructional methodologies in enhancing personal competencies among pupils in specialized primary educational institutions. The sample population specifically included 28 educators, 29 pupils, 4 educational officers, and 4 school administrators. The research utilized a convergent design, employing both quantitative and qualitative data sets to ensure comprehensive analysis. Instruments utilized for data collection comprised structured questionnaires, interview protocols, observation checklists, and focus group discussions. Throughout the research process, rigorous adherence to ethical standards, including the safeguarding of participant confidentiality and anonymity, was maintained. The findings of the study indicated that the implementation of differentiated instruction had a statistically significant positive effect on the enhancement of personal competencies among pupils with special needs, evidenced by a grand mean score of 3.9. The participating educators acknowledged the critical importance of tailoring instructional strategies to the individual readiness levels of each pupil. The study concluded that differentiated instruction represents an effective and essential pedagogical approach for fostering both academic and personal growth among pupils with special educational needs, the study recommends the widespread implementation of differentiated instructional practices across similar educational settings to more effectively support the educational development of pupils with special needs.