Date of Award

2024

Degree Type

Dissertation

Degree Name

Master of Philosophy in Education (MPhil Ed.)

First Advisor

Dr Meher Rizvi

Department

Institute for Educational Development, Karachi

Abstract

In developed economies in many schools and education systems educators strive to provide an education system that facilitates students holistically honoring their unique or inclusive differences using differentiated instructions. Rather than just focusing on academics, teachers tend to develop them holistically. However, in Pakistan, there is scarcity of studies that reflects on teachers’ perception and practices. Therefore, this study focuses on exploring teachers’ perceptions of the employment of differentiated instruction to create an inclusive holistic classroom learning environment.  
A qualitative methodology was employed using a unique case study to carry out this exploratory research. Four teachers, six students, and school principal were selected using purposive sampling. Data were gathered through semi-structured interviews, focus group discussions, and classroom observation. Then the data were analyzed using thematic analysis. 
The study found that in XYZ School teachers value students' unique needs and preferences, and prioritize an inclusive and holistic classroom learning environment. For this, they implement differentiated instruction at four levels: process, content, product, and classroom environment. It highlights that during the process, product, and classroom environment, teachers differentiate their instructions by identifying students’ differences and developing positive relationships. However, in content differentiation, teachers face challenges, as the school follows a national curriculum and cannot modify the provided content. Yet they try to compensate for it, by using differentiated instruction to make the content easy and understandable to students.
This study adds to the existing body of literature on fostering an inclusive holistic classroom learning environment using differentiated instruction at different levels and overcoming the possible challenges teachers face while practicing in the early primary grades. The study recommends that teachers can create a holistic classroom learning environment by practicing the mentioned practices in the study. It also recommends a flexible curriculum and policies to generalize a holistic classroom environment at the schools in Pakistan.

First Page

1

Last Page

101

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