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Teachers’ Perceptions on Differentiated Instruction: Do Experience, Qualification and Challenges Matter?

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dc.contributor.authorMariyam Shareefa
dc.contributor.authorVisal Moosa
dc.contributor.authorRohani Mat Zin
dc.contributor.authorNor Zaiham Midawati Abdullah
dc.contributor.authorRosmawijah Jawawi
dc.date.accessioned2025-12-22T02:26:35Z
dc.date.available2025-12-22T02:26:35Z
dc.date.issued2019
dc.description.abstractThis mixed-method study examines data gathered from 101 elementary teachers to investigate their perceptions about Differentiated Instruction (DI) based on qualification and experience. The study also explores the challenges of implementing DI. A survey questionnaire with both Likert-type and open-ended questions was utilised to collect data. The results indicated that teachers had a high perception on DI, while no statistically significant difference in teachers’ perceptions based on their experience and qualification was identified. Additionally, lack of resources, time, support, knowledge, and class size were identified as barriers for DI implementation.
dc.format.extent13
dc.identifier.urihttps://repository.ubd.edu.bn/handle/123456789/3750
dc.language.isoen
dc.publisherSultan Hassanal Bolkiah Institute of Education (SHBIE)
dc.relation.ispartofseriesVolume 18; No.8
dc.subject.lcshDifferentiated instruction—Brunei Darussalam
dc.subject.lcshTeachers—Attitudes—Brunei Darussalam
dc.subject.lcshTeaching experience—Brunei Darussalam
dc.subject.lcshTeacher qualifications—Brunei Darussalam
dc.subject.lcshEducational change—Brunei Darussalam
dc.titleTeachers’ Perceptions on Differentiated Instruction: Do Experience, Qualification and Challenges Matter?
dc.typeArticles
dspace.entity.typePublication
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