DC Field | Value | Language |
dc.contributor.author | Shareefa, Mariyam | - |
dc.contributor.author | Moosa, Visal | - |
dc.contributor.author | Zin, Rohani Mat | - |
dc.contributor.author | Abdullah, Nor Zaiham Midawati | - |
dc.contributor.author | Jawawi, Rosmawijah | - |
dc.contributor.author | މަރިޔަމް ޝަރީފާ | - |
dc.date.accessioned | 2019-09-25T09:34:04Z | - |
dc.date.available | 2019-09-25T09:34:04Z | - |
dc.date.issued | 2019-08 | - |
dc.identifier.citation | Shareefa, M., Moosa, V., Zin, R. M., Abdulla, N.Z.M., & Jawawi, R. (2019). Teachers’ perceptions on differentiated instruction: do experience, qualification and challenges matter?. International Journal of Learning, Teaching and Educational Research, 18(9), 214-226. | en_US |
dc.identifier.uri | http://saruna.mnu.edu.mv/jspui/handle/123456789/5053 | - |
dc.description.abstract | This 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. | en_US |
dc.language.iso | en | en_US |
dc.publisher | International Journal of Learning, Teaching and Educational Research | en_US |
dc.subject | Differentiated instruction | en_US |
dc.subject | DI | en_US |
dc.subject | Perceptions | en_US |
dc.subject | Teacher qualification | en_US |
dc.subject | Teaching experience | en_US |
dc.subject | Effective instruction | en_US |
dc.subject | New Curriculum Framework | en_US |
dc.subject | Challenges | en_US |
dc.subject | Teachers’ qualification | en_US |
dc.subject | Teachers’ experience | en_US |
dc.title | Teachers’ perceptions on differentiated instruction: do experience, qualification and challenges matter? | en_US |
dc.type | Article | en_US |
Appears in Collections: | ތަޢުލީމް Education
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