Differentiated Instruction Practices: Comparing Primary and Secondary School Teachers in Hong Kong

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Abstract

This study aimed to examine how primary and secondary school teachers in Hong Kong implement differentiated instruction (DI) in the classroom and their perceived confidence and effectiveness in implementing differentiation. A two-stage sequential exploratory mixed-method design was adopted: (1) A total of 424 teachers (195 primary and 229 secondary school teachers) completed the questionnaire. The results showed that primary school teachers adopted significantly more differentiation methods, and the profile showed the differences between the types of DI techniques used in the two contexts. (2) Eight teachers were then interviewed to further discuss their DI opinions and experiences. This study contributes to the future development of DI teacher education, emphasis on the needs of the primary and secondary school sectors.

Authors

• Suet Ying Yuen, The Chinese University of Hong Kong

• Sally Wai-Yan Wan, The Chinese University of Hong Kong