Browsing by Author | މުސައްނިފުން "Jawawi, Rosmawijah"

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    Mainstream and special education teachers' implementation of differentiated instruction
    (International Journal of Education, Psychology and Counseling, 2019-06) Shareefa, Mariyam; Zin, Rohani Hj Awg Mat; Abdullah, Nor Zaiham Midwati; Jawawi, Rosmawijah; މަރިޔަމް ޝަރީފާ
    This study examines the difference between mainstream teachers and Special Education Needs (SEN) teachers’ implementation of Differentiated Instruction (DI) in Maldivian schools. A total of 64 teachers (32 mainstream teachers and 32 SEN teachers) were randomly selected, and data were collected using survey (N=64) and classroom observation (N=8). Independent sample t-test was adopted to analyse survey data, while mean scores of the rating scale were used to analyse observation checklist. Findings revealed that there is no significant difference between the two groups of teachers’ implementations. Both mainstream teachers and SEN teachers adopt DI at a very low level. Hence, findings suggest that despite the special training, and the importance of DI to SEN students, SEN teachers did not implement DI at any higher level than mainstream teachers. Therefore, a review of training programs conducted for both mainstream teachers and SEN teachers are found necessary.
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    Teachers’ perceptions on differentiated instruction: do experience, qualification and challenges matter?
    (International Journal of Learning, Teaching and Educational Research, 2019-08) Shareefa, Mariyam; Moosa, Visal; Zin, Rohani Mat; Abdullah, Nor Zaiham Midawati; Jawawi, Rosmawijah; މަރިޔަމް ޝަރީފާ
    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.