Investigating Adaptive Instruction in Classroom Teaching and Learning in Junior High Schools in the Jirapa Municipality of the Upper West Region of Ghana

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