Running head: DIFFERENTIATED INSTRUCTION: EVIDENCE OF ITS USE

A Paper Presented in Partial Fulfilment

Of the Requirements of

EDLS 6507 Research Methods

Differentiated Instruction: Evidence of its use

at four Caribbean secondary schools to support the struggling learner.

Group 5 - Assignment 2

Donnette Abbott-Ferdinand 308003507

Genevieve Cox 315102220

Kendia Ferguson-Simmons - 315104547

Brehaniea Wight 309101654

Email Addresses: genevieve.cox@my.open.uwi.edu

donnette.abbottferdinand@my.open.uwi.edu

brehaniea.wight@my.open.uwi.edu

kendia.fergusonsimmons@my.open.uwi.edu

University: University of the West Indies (UWI) Open Campus

Group Facilitator: Dr. Madgerie Jameson-Charles

Course Coordinator: Dr. Madgerie Jameson-Charles

 2
DIFFERENTIATED INSTRUCTION: EVIDENCE OF ITS USE
Table of Contents

Research Question........................................................................................................... 3

Methodology.................................................................................................................. 3

Strengths....................................................................................................................... 5

Limitations..................................................................................................................... 5

Participants Description.................................................................................................... 6

Sample Size Description.................................................................................................... 6

Sampling Strategy and Justification...................................................................................... 7

Description of Data Collection Instrument.............................................................................. 7

Validity and Reliability...................................................................................................... 8

Quantitative Data Analysis............................................................................................... 10

References................................................................................................................... 12

Appendix A: Tables taken from a thesis............................................................................... 14

Appendix B.................................................................................................................. 21

Appendix C:................................................................................................................. 23

Teacher Survey on DI for the Struggling Learner....................................................................23

Appendix E.................................................................................................................. 24

Letter to MOE in Survey Participating Islands.......................................................................24

 3
DIFFERENTIATED INSTRUCTION: EVIDENCE OF ITS USE
Differentiated Instruction: Evidence of its use

at four Caribbean secondary schools to support the struggling learner.

Research Question

To what extent have teachers of four Caribbean secondary (high) schools supported

struggling learners in the high school setting through the use of differentiated instruction?

Methodology

Ireh and Ibemene (2010) as quoted in Joseph (2013) states that differentiated instruction

should be presented not merely as an instructional strategy, but rather as a critical teaching and

learning philosophy that all prospective teachers should be exposed to in teacher education

programmes and utilize to meet the varying needs of learners in the classroom (Joseph 2013,

p. 31). According to Least (2014), differentiated instruction has proven to be an effective strategy

to garner such results. However, the limited research in the Caribbean context has not yielded

sufficient data to indicate its implementation or effects in the Caribbean setting and more

specifically, the struggling learner in the secondary school. This research seeks to investigate the

extent to which Caribbean high school teachers utilize differentiated instruction to support

struggling learners in their classes.

Creswell (2008) states that quantitative research entails utilizing statistical means to

objectively analyse the connection between variables that are outlined on data collection

instruments. This data is then documented in the form of a report that expands on the overview,

related information, philosophy, methods, results and evaluation. Hence the utilization of a

quantitative approach to the implementation of this research.

 4
DIFFERENTIATED INSTRUCTION: EVIDENCE OF ITS USE
The researchers will measure and record the extent to which a small sample of teachers in

four low-performing high schools in Antigua and Barbuda, The Bahamas, St. Vincent and the

Grenadines and Trinidad and Tobago use differentiated instruction to support struggling learners.

In this research, the use of differentiated instruction will serve as the independent variable while

the struggling students performance will act as the dependent variable. It is an attempt by the

researchers to establish the relationship between both variables and determine the degree to

which teachers use differentiated instructions in support of the struggling learner. Here, support

is operationally defined as the assistance given to accelerate the students learning progress in

order to match that of their peers, meet learning standards or generally succeed at school. Also,

the research design will consider intervening variables such as teacher absenteeism and

disruptions during teaching and extraneous variables such as knowledge and ability to apply

differentiated instructions. The proposed timeframe for implementation and data collection is

during November 2016.

The researchers will take an objective stance as we strive to ascertain if and how high

school teachers implement differentiated instruction to support their Caribbean high school

struggling students. Also, the researchers will rely on the post-positivist approach as we utilize a

teacher focused questionnaire to collect quantitative data that identify the teachers

implementation or lack thereof of the tenets of differentiated instruction within their classrooms.

The researchers post-positive approach recognises that all observation is fallible and has error

and that all theory is revisable (Positivism & Post-Positivism, 2016). Data collected will be

examined to discover to what extent teachers rely on utilizing the strategy of differentiated

instruction in their pedagogical practices. Deductive reasoning will be employed to examine the

factors that reinforce or prevent teachers using differentiated instruction strategies in support of
 5
DIFFERENTIATED INSTRUCTION: EVIDENCE OF ITS USE
struggling learners, and hence utilizing the statistical data to reach an accurate, plausible

conclusion.

Strengths

The researchers propose that this research design will be advantageous in the following

ways:

Quantitative and authentic data will be collected and interpreted to examine the degrees of

freedom in which Caribbean teachers use differentiated instruction within a reasonable

timeframe (APA, 2010).

Provides important information about the statistical testing of the teacher sampling (Creswell,

2012, p. 197). This information can influence future pedagogical practice for Caribbean

teachers working with struggling students in the high school setting.

It will afford varied representation of the extent to which differentiated instruction is used in

four of the Caribbean islands thus adding to the source of knowledge that expounds on

differentiated instruction in the Caribbean context.

Limitations

While we acknowledge that there are strengths to our research design there are also

variables that cannot be controlled and limitations that will interrupt the methodology of this

research. The following weakness should be considered:

Some teachers may not complete all the items on the questionnaires hence a full representation

of the sample will not be measured.

Some variables may influence the overall findings. Intervening variables such as unexpected

disruptions in instructional delivery, or teacher absenteeism may influence and affect procedures

and data collection.

 6
DIFFERENTIATED INSTRUCTION: EVIDENCE OF ITS USE
Even though a diverse representation of Caribbean teachers is used as our sampling, their

various locals may cause difficulty in collection.

Participants Description

The research population under study will consist of trained and untrained teachers

working in underperforming and low-performing secondary schools in four Caribbean island

nations. Surveys will be conducted in Antigua/Barbuda, the Bahamas, St. Vincent and the

Grenadines and Trinidad and Tobago. Research participants may or may not be familiar with the

key elements of differentiated instruction. All secondary school teachers in the selected schools

will be invited to take part in the study voluntarily and will have an equal chance of being elected

to provide the quantitative analysis from a sample size of thirty participants.

Sample Size Description

The permission for conducting the research will be sought from the Ministry of

Education (MOE) in each island, as needed (see Appendix E). All participants will be notified

that participation in the study is voluntary. All teachers from the selected schools invited to

participate in the study will produce data for the quantitative analysis from a

survey/questionnaire which will be administered (see Appendix A). Open-ended questions will

be included in the survey to provide an opportunity for self-expression and gather more details

from participants. All data will be confidential, and only the summary analysis will be

documented in the report. The names of individual participants and the schools to which teachers

are attached will not be identifiable or reported in the study.

The research sample is expected to investigate and give insight into the extent of the use

of, or knowledge of differentiated instructional strategies by trained and untrained teachers in the
 7
DIFFERENTIATED INSTRUCTION: EVIDENCE OF ITS USE
Caribbean classroom to meet the needs of diverse students. The study will inform on how

widespread the practice of differentiation is in the selected schools, and on how familiar teachers

are with the concept of, and use of differentiated instruction to support and improve the

performance of low-performing (struggling) students. In addition, the research is expected to

inform on the acceptance of, presence of, and the understanding of the use of differentiated

instruction (content, process, product and the learning environment) in the Caribbean classroom

by both trained and untrained teachers participating in the study.

Sampling Strategy and Justification

The strategy to be employed in the research sampling design is simple random sampling

which allows participants to have the probability of having an equal chance of being selected

from a homogenous population (Leedy and Ormrod, 2010). The justification for the use of

simple random sampling is that: it is suited to a small population, is free from bias, and it is

expected that the features of the sample size will be reflective of the population features under

investigation (University of The West Indies Open Campus, 2016). In addition, the research is

seeking to discover, the degree of the use of differentiated instruction, and aims to evaluate and

measure the extent of the knowledge of differentiated strategies, and of their use by trained and

untrained teachers in the Caribbean classroom.

Description of Data Collection Instrument

A survey questionnaire will be used to measure the responses of participants in the study

(See Appendix A). The survey consists of three sections. Section I, Part A: Understanding of

Differentiated Instruction is a series of questions that use a four-point Likert scale (labelled Not

important, somewhat important, fairly important, very important) with questions related to
 8
DIFFERENTIATED INSTRUCTION: EVIDENCE OF ITS USE
participants level of understanding about Tomlinson and Imbeau (2010) six components (student

interest, assessment, lesson planning, content, process and product) of differentiated instruction.

Section I, Part B: Support for the Struggling Learner also uses a four-point Likert scale

(labelled Hardly ever/Never do this, Sometimes/Have used on a few occasions, frequently use

this, use intentionally and often) with questions related to support given to the struggling learner

using differentiated instruction in regards to the six categories (student interest, assessment,

lesson planning, content, process and product) identified by Tomlinson and Imbeau (2010).

Section II: Demographics comprise of demographic questions such as current subject area and

grade taught, age range, type of teacher (qualified/trained or unqualified/untrained), education

level, years of teaching experience and DI training experience. Hard copies of the questionnaires

will be distributed to the sample population where they will be self-administered and completed

by each respondent.

Survey questionnaires offer advantages in terms of economy, the amount of data that can

be collected, as well as the standardization of the data collected (Rubin & Babbie, 2011).

Notwithstanding these benefits, issues of reliability and validity must necessarily be considered

and addressed. Both concepts possess implications for the usability of the selected instrument,

that is, the ease with which it can be administered, interpreted by respondents and analysed by

the researchers (Instrument, Validity, Reliability, n.d.). Undoubtedly, any factor which potentially

impacts on the usability of the data collection instrument for this study will be judiciously

addressed.

Validity and Reliability

Validity is defined as the extent to which an instrument measures what it is supposed to

measure and performs as it is designed to perform (Instrument, Validity, Reliability, n.d.).

 9
DIFFERENTIATED INSTRUCTION: EVIDENCE OF ITS USE
Although it is almost impossible to guarantee that an instrument is one hundred percent valid, it

is possible to achieve high levels of content, construct and criterion validity. In content validity,

the extent to which an instrument accurately measures all aspects of a construct is brought to the

fore (Heale & Twycross, 2015). In this case of this study, content validity will be assured in two

ways. Firstly, since three of the four researchers are expert educators, they will able to provide

face validity by carefully examining the instrument and bringing their collective opinions to the

fore in determining whether the instrument does indeed measure essential concepts that are

related to differentiated instruction. Secondly, the employment of Likert scales in the design of

the questionnaire will offer a scientific measure of respondents opinions in terms of

differentiated instruction. The consistent method of rating responses will enable the possibility of

accurate comparisons within and between data sets, thus significantly increasing the likelihood

that the instrument collects only data that is pertinent to the research.

Heale and Twycross (2015) submit that three types of evidence can be used in

demonstrating that an instrument has construct validity. The instrument will clearly satisfy two of

the three. Firstly, homogeneity will be achieved, as the instrument will measure a single

construct, that is, the sample populations efforts at supporting struggling learners through

differentiation. Secondly, there must be convergence, that is, the instrument measures concepts

that are similar to those of other instruments. In this regard, although the researchers will be

unable to establish that particular measure, the use of research-based principles from Tomlinson

and Imbeau (2010) as the basis for designing the questionnaire, will meet the standard of

convergence.

One essential factor which must be considered relates to the threat that can possibly occur

from teachers reluctance to respond truthfully to the questions, perhaps due to their fear of being
 10
DIFFERENTIATED INSTRUCTION: EVIDENCE OF ITS USE
judged for their classroom practice. This threat to internal validity will be mitigated against by

clearly stating the purpose of the study and by assuring anonymity and confidentiality in the

treatment of data.

Reliability is an extent to which the questionnaire will consistently measure what it is

intended to measure (Instrument, Validity, Reliability, n.d.). Given the fact that this is a mini-

research study, it was decided that an approach which requires the single administration of the

questionnaire using Cronbachs Alpha will be used. Alpha coefficient ranges in value from 0 to 1

and may be used to describe the reliability of factors extracted from dichotomous (that is,

questions with two possible answers) and/or multi-point formatted questionnaires or scales (i.e.,

rating scale: 1 = poor, 5 = excellent). The higher the score, the more reliable the generated scale

is (Tavakol & Dennick 2011).

Quantitative Data Analysis

In this study, a quantitative approach was considered to be the most appropriate design to

gather data in a non-threatening and confidential manner. A survey will be used to collect and

record the responses of the participant teachers at four Caribbean secondary schools. The survey

data will be analysed to determine teachers knowledge and understanding of differentiated

instructional strategies. Emphasis will be placed on the application of differentiated instructional

knowledge to support struggling learners in the classroom. These areas of understanding and

support will be analysed based on Tomlinson and Imbeau (2010) six components (student

interest, assessment, lesson plans, content, process and product) of differentiated instructions and

the demographics of each participating teacher with reference to current subject area and grade

taught, age range, type of teacher (qualified/trained or unqualified/untrained), education level,

years of teaching experience and DI training experience. The results will establish and measure
 11
DIFFERENTIATED INSTRUCTION: EVIDENCE OF ITS USE
the relationship between the use of differentiated instructions and struggling learners at the four

Caribbean schools.

The data analysis process involves sorting, labelling and categorising all survey

questionnaires obtained from the study. A code book that lists each variable/question name, all

the answer options and the numerical assigned to each answer option for all sections has been

developed to assist with recording the data (See Appendix B - Sample Code Book - Section II).

After collecting the data, it will be entered in the Microsoft Excel program for analysis.

Microsoft Excel spreadsheet program will be used to analyse the different

variables/questions in the data set. Three spreadsheets will be created - one for Section I, parts A

and B each and one for Section II. Each participant response will be assigned a unique

participant ID, and responses will be organised and tabulated by survey item/question. Frequency

and percentage distributions will be constructed for each variable/question. The data will be

displayed in text, graphs, and tables.

Descriptives and disaggregates will be used for all relevant variables. Descriptive

statistics will be used to describe each sections data set. The variables will be measured in terms

of mean, minimum/maximum, median and mode, as applicable. Crosstabulations will be used to

disaggregate the data across the variables of the four islands and the subcategories of each

variable. In particular, the data analysis techniques employed will give an overview and insight

as to the extent the struggling learners are supported through the use of differentiated

instructions.
 12
DIFFERENTIATED INSTRUCTION: EVIDENCE OF ITS USE

References

American Psychological Association. (2010). Publication manual of the American psychological

association (6th ed.). Washington DC: American Psychological Association

Creswell, J. W. (2008a). Research design: Qualitative & quantitative approaches, London: Sage

Publications.

Creswell, J. W. (2012b). Educational research: Planning, conducting and evaluating quantitative

and qualitative research (4th ed). New Jersey: Pearson Education Inc.

Joseph, S. (2013). Differentiated Instruction: Experiences of preservice and in-service trained

teachers. Caribbean Curriculum. 20, 31-51. Retrieved from

https://www.researchgate.net/profile/Stephen_Joseph9/publication/276058138_DIFFERE

NTIATING_INSTRUCTION_Experiences_of_Pre-Service_and_In-

Service_Trained_Teachers/links/554f65a208ae93634ec86665.pdf?

origin=publication_detail

Instrument, Validity, Reliability. (n.d.). Retrieved from

https://researchrundowns.com/quantitative-methods/instrument-validity-reliability/)

Least, S. K. (2014). Differentiated instruction: Its effect on proximal development. Education

and Human Development, New York. Retrieved from

 13
DIFFERENTIATED INSTRUCTION: EVIDENCE OF ITS USE
http://digitalcommons.brockport.edu/cgi/viewcontent.cgi?

article=1512&context=ehd_theses

Leedy, P. D., & Ormrod, J. E. (2010). Planning and design.

Positivism & Post-Positivism. (2016). Socialresearchmethods.net. Retrieved from

http://www.socialresearchmethods.net/kb/positvsm.php

Rubin, A. & Babbie, E. (2011). Research methods for social work. Belmont, CA: Cengage

Learning

Tomlinson, C. A., & Imbeau, M. B. (2010). Leading and managing a differentiated classroom.

Alexandria, Va: ASCD.

Tavakol, M. & Dennick, R., 2011. Making sense of Cronbachs alpha. International Journal of

Medical Education, 2, pp.5355. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4205511/

University of The West Indies Open Campus. (2016). EDLS 6507 Quantitative research

methods. [class handout]. Department of Education. University of The West Indies Open

Campus, Barbados.

Heale, R. & Twycross, A. (2015). Validity and reliability in quantitative studies. doi:

10.1136/eb-2015-102129

Whipple, K., (2012). Differentiated Instruction: A Survey Study of Teacher Understanding and

Implementation in a Southeast Massachusetts School District, ProQuest Dissertations and

Theses.
 14
DIFFERENTIATED INSTRUCTION: EVIDENCE OF ITS USE
 15
DIFFERENTIATED INSTRUCTION: EVIDENCE OF ITS USE

Appendix A: Tables taken from a thesis

Differentiated Instruction Survey

Part A: Teacher Survey on Differentiated Instruction (Sections A & B)

Part B: Background Demographics Data

The purpose of the following survey is to investigate the knowledge secondary school

teachers possess in using differentiated instructions and to what extent it is used to assist the

learners who are struggling.

Participation in this survey is voluntary. In choosing to complete the following survey

you agree to participate in the following study. The survey will take approximately 20 minutes

to complete. Confidentiality is assured. Returns of the survey to the research act as the

participants consent for their responses to be compiled with others.

Please read each question carefully and accurately answer the following items by circling the

number in the left column indicating the level of importance for each item in Section I. In

Section II, circle the number indicating the level of use. Your participation is greatly appreciated.
 Section I Part A: Understanding of Differentiated Instruction

(1) Not Important (3) Fairly Important 16

DIFFERENTIATED
(2) Somewhat INSTRUCTION: EVIDENCE OF ITS USE
Important (4) Very Important

Student Interest

1. 1 2 3 4 I know individual student interest and can relate it to instruction.

I know individual student culture and expectations and can relate to

2. 1 2 3 4 instruction.

I know individual student life situations and how it may impact their
3. 1 2 3 4 learning.

I am aware of student's learning disabilities and handicaps and how to

4. 1 2 3 4 address them in lessons so as not to impair their learning.

Assessment

5. 1 2 3 4 I pre-assess students before instructing.

6. 1 2 3 4 I pre-assess readiness to adjust the lesson.

7. 1 2 3 4 I assess during the unit to gauge understanding.

8. 1 2 3 4 I assess at the end of the lesson to determine knowledge acquisition.

9. 1 2 3 4 I determine students learning styles.

Lesson Planning

I teach up by assuring each student works towards their highest

10. 1 2 3 4 potential.

11. 1 2 3 4 Materials are varied to adjust to students reading/interest abilities

12. 1 2 3 4 Learners play a role in designing/selecting learning activities.

I adjust for diverse learner needs with scaffolding, tiering instruction

13. 1 2 3 4 & provide student choice in learning activities.

I provide tasks that require students to apply and extend

14. 1 2 3 4 understanding.

Content

15. 1 2 3 4 The curriculum is based on major concepts and generalizations

I clearly articulate what I want students to know, understand and be

16. 1 2 3 4 able to do.

17. 1 2 3 4 I use variety of materials other than the standard text.

I provide a variety of support strategies (organizers, study guides,

18. 1 2 3 4 study buddies).

Process
 17
DIFFERENTIATED INSTRUCTION: EVIDENCE OF ITS USE
Table 1: Differentiated Instruction: A Survey Study of Teacher Understanding and

Implementation in a Southeast Massachusetts School District (Whipple, 2012).

 Section I Part B: Support for the Struggling Learner

(1) Not Important (3) Fairly Important 18

DIFFERENTIATED
(2) Somewhat INSTRUCTION: EVIDENCE OF ITS USE
Important (4) Very Important

Student Interest

1. 1 2 3 4 I know individual student interest and can relate it to instruction.

I know individual student culture and expectations and can relate to

2. 1 2 3 4 instruction.

I know individual student life situations and how it may impact their
3. 1 2 3 4 learning.

I am aware of student's learning disabilities and handicaps and how to

4. 1 2 3 4 address them in lessons so as not to impair their learning.

Assessment

5. 1 2 3 4 I pre-assess students before instructing.

6. 1 2 3 4 I pre-assess readiness to adjust the lesson.

7. 1 2 3 4 I assess during the unit to gauge understanding.

8. 1 2 3 4 I assess at the end of the lesson to determine knowledge acquisition.

9. 1 2 3 4 I determine students learning styles.

Lesson Planning

I teach up by assuring each student works towards their highest

10. 1 2 3 4 potential.

11. 1 2 3 4 Materials are varied to adjust to students reading/interest abilities

12. 1 2 3 4 Learners play a role in designing/selecting learning activities.

I adjust for diverse learner needs with scaffolding, tiering instruction

13. 1 2 3 4 & provide student choice in learning activities.

I provide tasks that require students to apply and extend

14. 1 2 3 4 understanding.

Content

15. 1 2 3 4 The curriculum is based on major concepts and generalizations

I clearly articulate what I want students to know, understand and be

16. 1 2 3 4 able to do.

17. 1 2 3 4 I use variety of materials other than the standard text.

I provide a variety of support strategies (organizers, study guides,

18. 1 2 3 4 study buddies).

Process
 19
DIFFERENTIATED INSTRUCTION: EVIDENCE OF ITS USE
Table 2: Differentiated Instruction: A Survey Study of Teacher Understanding and

Implementation in a Southeast Massachusetts School District (Whipple, 2012).

 20
DIFFERENTIATED INSTRUCTION: EVIDENCE OF ITS USE
Section II: Background Demographics Data

Please complete the following questions

1. Caribbean island your school is located

Antigua/Barbuda Bahamas St Vincent Trinidad

2. Current subject area taught:

____________________________________________________________________

3. What type of teacher are you?

Qualified (Trained) Teacher Unqualified (Untrained) Teacher

4. Current grade taught

Form 1/Grade 7 Form 2/Grade 8 Form 3/Grade 9

Form 4/Grade 10 Form 5/Grade 11 Form 6/Grade 12

5. . Gender

Male Female

6. Your age range

21-25 years 26-30 years 31-35 years 36-40 years

41-45 years 46-50 years 51-55 years 56-60 years

7. Education Level (check all that apply)

Certificate in Education Bachelors Degree

Bachelors in Education Diploma in Education

Post Graduate Diploma in Education Masters Degree

Masters Degree in Education Doctoral Degree

 21
DIFFERENTIATED INSTRUCTION: EVIDENCE OF ITS USE
Other (please specify) ______________________________________________________

8. How many years have you been teaching?

1-3 years 4-10 years 11-15 years 16-20 years

21-25 years 26-30 years 30+ years

9. I would describe my differentiated instruction experience as:

None Some Extensive

10. If you have been trained, what type of training have you had (click all that apply)?

Course from College or University

Teleconference

Learned on my own through readings

Mentored by a colleague

In-service activity

Conferences, meetings, or workshops

Other: Please specify _____________________________________

11. Please expand on the training you had

__________________________________________________________________________

________________________________________________________________________

12. Will you recommend the use of differentiated instruction? State why.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________
 22
DIFFERENTIATED INSTRUCTION: EVIDENCE OF ITS USE
Thank you for taking time to complete this survey. I sincerely appreciate your time, effort and

honest responses.

Appendix B

Teacher / DI Survey Code Book

Section II: Background Demographics Data

Participant ID:
Ranges 10001 10008 20001 20008 30001 30008 40001 - 40008

Q1. Caribbean island your school is located

1= Antigua/Barbuda 2= Bahamas 3= St Vincent 4= Trinidad

Q2. Current subject area taught: Subject Name

Q3. What type of teacher are you?

1 = Qualified (Trained) Teacher 2 = Unqualified (Untrained) Teacher

Q4. Current grade taught

1 = Form 1/Grade 7 2 = Form 2/Grade 8 3 = Form 3/Grade 9

4 = Form 4/Grade 10 5 = Form 5/Grade 11 6 = Form 6/Grade 12

Q5. Gender

1 = Male 2 = Female

Q6. Your age range

1 = 21-25 years 2 = 26-30 years 3 = 31-35 years 4 = 36-40 years

 23
DIFFERENTIATED INSTRUCTION: EVIDENCE OF ITS USE
5 = 41-45 years 6 = 46-50 years 7 = 51-55 years 8 = 56-60 years

Q7. Education Level (check all that apply)

1 = Certificate in Education 2 = Bachelors Degree

3 = Bachelors in Education 4 = Diploma in Education

5 = Post Graduate Diploma in Education 6 = Masters Degree

7 = Masters Degree in Education 8 = Doctoral Degree

9 = Other : Qualification Name

Q8. How many years have you been teaching?

1 = 1-3 years 2 = 4-10 years 3 = 11-15 years 4 = 16-20

years

5 = 21-25 years 6 = 26-30 years 7 = 30+ years

Q9. I would describe my differentiated instruction experience as:

1 = None 2 = Some 3 = Extensive

Q10. If you have been trained, what type of training have you had (click all that apply)?

1 = Course from College or University

2 = Teleconference

3 = Learned on my own through readings

4 = Mentored by a colleague

5 = In-service activity

6 = Conferences, meetings, or workshops

7 = Other: Please specify _____________________________________

 24
DIFFERENTIATED INSTRUCTION: EVIDENCE OF ITS USE
Q11. Please expand on the training you had: Statement on training

Q12. Will you recommend the use of differentiated instruction? State why. Justify

recommendation

Appendix C:

Teacher Survey on DI for the Struggling Learner

 25
DIFFERENTIATED INSTRUCTION: EVIDENCE OF ITS USE
Appendix E

Letter to MOE in Survey Participating Islands

Date:
Address:
To:
From:
Subject: Request for permission to conduct a study on use of differentiated instructional

strategies in Caribbean secondary schools

Dear Sir/Madam:

I am an instructional design/literacy student currently pursuing studies at the University

of the West Indies Open Campus. I am seeking permission to conduct a survey/questionnaire to

add to the body of knowledge in the region about approaches to instruction that can help

struggling students to succeed.

Presently, we are engaged in exploring topics of interest in Education in the Research

Methodology course to discover if differentiated instruction is used by secondary school

teachers, and to what degree use of differentiated instructional strategies impacts and influences

the success of the struggling student in the Caribbean classroom. Participation of 8 teachers is

being sought as a fraction of the representative sample in the survey in participating islands.

I will be happy to meet with you soonest to discuss the above, as the conduct of the

survey is expected to be completed by November 15th to facilitate analysis of the data before the

end of the semester on 30th November for submission of the research study findings.

Yours faithfully,

 26
DIFFERENTIATED INSTRUCTION: EVIDENCE OF ITS USE
Name