USING DIFFERENTIATED INSTRUCTIONS TO ADDRESS STUDENTS’ ENGLISH LEARNING DIFFICULTIES AT ELEMENTARY SCHOOL LEVEL: AN ANALYSIS

Abstract

The study entitled, “Using Differentiated Instructions to Address Students’ English Learning Difficulties at Elementary School Level: An Analysis”. The specific objective of study was to analyse the use of differentiated instructions to address students English learning difficulties at elementary school level.  The study was survey and descriptive in nature. The quantitative research method was adopted and the explanatory sequential techniques was used. The simple random sampling technique was adopted for data collection. The sample of study consisted 456 respondents including 24 head teachers, 72 ESTs and 360 primary school students. The questionnaire was developed for data collection. The validity of questionnaire was ensured through experts’ opinion whereas reliability of the questionnaire was ensured through Cronbach Alpha by SPSS-24. Findings of study showed that 52.5% respondents strong agreed, 22.5% respondents strongly agreed and 10% agreed while 15% respondents were undecided. Collectively, 75% (52.5%+22.5%) were agreed. Mean score 3.8750 and SD 0.8825 supported. The study concluded that collectively majority of respondents agreed while some of respondents were undecided. The study recommended that English learning difficulties may be addressed through differentiated instructions at elementary level.