August 12, 2025Open Access

Differentiated instruction for improved primary school learners’ outcomes in basic science: a mixed-methods study

SASunday Ade AdeniranFederal University Oye Ekiti MOMensah Prince OsiesiInstitute for Postgraduate Medical Education AOAdesina Isaac OkunadeFederal University Oye Ekiti

Key Points

Differentiated instruction significantly improves academic achievement in basic science compared to traditional methods.
A diverse sample of 138 learners from four schools was included to ensure varied perspectives on teaching effectiveness.
Results analyzed with techniques like ANCOVA and Inductive Thematic Analysis showed notable advantages for female learners.
This research supports the need for tailored instructional approaches in primary education to enhance learning outcomes.

Abstract

This study, underpinned by the constructivism theory, utilised the mixed research to explore the effectiveness of differentiated instruction on Basic Science primary school learners' academic achievement in Kwara State, Nigeria. A sample of 138 (males = 75, females = 63) learners were randomly and purposively selected from four schools in Kwara Central Educational Zones. The research questions and hypotheses were analyzed using descriptive statistics, Inductive Thematic Analysis (ITA), and Analysis of Covariance (ANCOVA). Results reveal that differentiated instruction enhances learners' academic achievement in Basic Science better than the traditional methods, and this was in favour of female learners. Recommendations are made.

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