TITLE:
Effectiveness of Differentiated Instruction in Alleviating Math Anxiety in Grade 11, in Ompundja Circuit Oshana Region
AUTHORS:
Chirimbana Moses, Makaka Brain, Haimbodi Francis
KEYWORDS:
Mathematics Anxiety, Differentiated Instruction, Effectiveness, Instructional Practises, Academic Success, Support, Improvement
JOURNAL NAME:
Open Journal of Social Sciences,
Vol.11 No.12,
December
14,
2023
ABSTRACT: Mathematics anxiety is a
serious hurdle to the academic success of Grade 11 learners, particularly in the Oshana Region. This study aims to explore
the impact of tailored instruction on relieving mathematics anxiety among Grade
11 learners in the region. A quantitative study approach was adopted, and a
questionnaire was completed by 95 randomly selected teachers from 20
schools in the Oshana Region. The survey data were analysed using SPSS
software, and the results were presented in tables. The efficacy scores for
differentiated teaching were classified as very Effective (80% and above),
effective (70% to 79%), and poorly Effective (below 70%). The findings
suggested that differentiated instruction was seen as very effective in
personalised instruction, targeted support and remediation, scaffolded
learning, and positive feedback and encouragement. It was also regarded as
effective in different instructional tactics, variable pacing, possibilities
for mastery and success, emphasis on knowledge and application, collaborative
learning, and metacognitive strategies. However, boosting self-efficacy and
providing a supportive learning environment were viewed as ineffective. These
results illustrate the potential of tailored instruction in alleviating
mathematics anxiety among Grade 11 learners in the Oshana Region while also
highlighting areas for future improvement. The study provides significant
information for educators, policymakers, and stakeholders to strengthen
instructional techniques and support
learners in overcoming mathematics phobia. Further research is suggested to
explore the long-term consequences and specific tactics within individualised
instruction that are most effective in lowering mathematics anxiety and
fostering good results in mathematics education.