Abstract:
The study investigated adaptive instruction in classroom teaching and
learning in Junior High Schools. Pragmatists philosophy, mixed method
approach and cross-sectional research design was adopted for the study. The
sample size of 239 made up of 148 trained teachers, 80 Junior High School
learners, 10 Headteachers and one Municipal Education Training Officer were
selected using cluster, simple random, census and purposive sampling
technique. Three instruments were used for data collection: Questionnaire for
Teachers and learners, Observation protocol and Interview guide. Descriptive
statistics and inferential statistics were used to present results for the study.
The key findings revealed that: Teachers considered learner variations when
teaching in the classroom. Teachers agreed they employed adaptive
instructional strategies in teaching learners with varied learning differences. It
was also revealed that using adaptive instruction, learners would gained
desirable learning outcomes in the teaching and learning process.
Unfortunately, most teachers were not able to use adaptive instruction
effectively in the classroom because of challenges such as time constraint,
large class size, and overloaded curriculum. The study concluded that there is
the need for teachers to use adaptive instruction in their teaching and learning
process in the classroom. It is recommended that circuit supervisors and
headteachers should ensure that teachers constantly vary their teaching and
learning strategies in every single lesson. Also, organize regular in-service
trainings for teachers on adaptive instructional concepts. This would ensure
that the needs of every learner in the classroom is met
