Teachers’ knowledge and differentiated instruction in basic schools in Ghana

• Anthony Kofi Mensah ^[2] ; Tania Pasarín-Lavín ^[1] ; Amanda Abín ^[1] ; Trinidad García ^[1] ; Celestino Rodríguez ^[1]
  1. [1] Universidad de Oviedo

     Universidad de Oviedo

     Oviedo, España

     
  2. [2] University of Winneba
• Localización: Culture and Education, Cultura y Educación, ISSN-e 1578-4118, ISSN 1135-6405, Vol. 37, Nº 1 (marzo), 2025, págs. 237-267
• Idioma: inglés
• Títulos paralelos:
  • Conocimiento docente e instrucción diferenciada en los centros de Educación Básica de Ghana
• Texto completo no disponible (Saber más ...)
• Resumen
  • español

    En este estudio se analizan los conocimientos del profesorado y la aplicación de la Instrucción Diferenciada en los centros de Educación Básica de la municipalidad de Effutu. El estudio adopta la teoría histórico-cultural de Lev Vygotski como marco teórico. Para el diseño del estudio se aplicó un método de investigación cuantitativo y se utilizó un cuestionario transversal. Un total de 60 docentes fueron seleccionados mediante un muestreo en varias fases que incluyó un muestreo intencional aleatorio simple. Para recabar información sobre el conocimiento, el nivel de concienciación y de uso o aplicación de la Instrucción Diferenciada por parte del profesorado, se hizo uso de un cuestionario cerrado con una escala Likert de cuatro puntos. Los resultados revelan que los docentes poseían un buen conocimiento de la Instrucción Diferenciada en el área del estudio, pero el porcentaje de docentes que la practicaban en sus materias centrales no se diferenciaba estadísticamente de los que no lo hacían. Se recomienda que los responsables políticos y los directores de los centros de Educación Básica hagan cumplir la aplicación de una Instrucción Diferenciada por los importantes beneficios que reporta al alumnado.

  • English

    The study analysed teacher knowledge and implementation of Differentiated Instruction in basic schools in the Effutu Municipality. The study adopted the cultural-historical theory by Lev Vygotsky as the theoretical framework. A quantitative research method and a cross-sectional survey were employed as the research design. Sixty teachers were selected via multi-stage sampling which involved purposive and simple random sampling. A close-ended questionnaire was used to collect information about knowledge, awareness and extent of usage or implementation of Differentiated Instruction among the teachers on a four-point Likert scale. The results showed that the teachers had very good knowledge of Differentiated Instruction in the study area but that the proportion of teachers who implemented it in core subjects was not statistically significantly different from the proportion who did not. It was recommended that policymakers and heads of basic schools should enforce the use of Differentiated Instruction due to its significant benefits to learners.

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