Influence of Differentiated Instructional Techniques on Learning Achievement in Secondary Schools in Nairobi County, Kenya: A Focus on Approved Business Studies Textbooks

Study examined significance of differentiated techniques in accelerating learning achievement in business studies among learners in secondary schools in Nairobi County, Kenya. Triggered by persistent underperformance study investigated how varied instructional strategies contributed to academic success. Anchored on social constructivist theory study utilized mixed methods approach incorporating Solomon four-group quasi-experimental design to control for pretest sensitization effects. 200 learners were sampled using stratified random sampling techniques. Quantitative data were analyzed using t-tests, chi-square tests, and linear regression models. Learners perceived differentiated instructional elements such as varied diagrams and test assignments were beneficial in boosting active participation. There was significant positive relationship between differentiated techniques and learning achievement in experimental group (R² = 0.396, β = 0.217, p < .001), while no significant relationship was observed in control group (β = -0.141, p = 0.629). Study recommends differentiated strategies within textbook guidelines and adequate teacher training to ensure effective classroom implementation of these strategies.