Adopting Differentiated Instruction in High School Mathematics Classrooms: Challenges and Successes in Kalomo District, Zambia

This study investigates the challenges and successes of implementing differentiated instruction (DI) in high school mathematics classrooms in Kalomo District, Zambia, addressing a critical gap in understanding DI within resource-constrained contexts. Grounded in Howard Gardner’s Multiple Intelligences Theory, the research evaluates how DI strategies impact students’ academic performance and engagement while identifying systemic barriers to their implementation. Using a convergent parallel mixed-methods design, the study integrates quantitative data from surveys of 300 students and 50 teachers with qualitative insights from interviews and classroom observations. Quantitative findings reveal that DI classrooms achieved higher mean academic performance (72.4% vs. 65.3%) and engagement levels (78.5% vs. 62.3%), with medium to large effect sizes. Resource availability emerged as a significant predictor of outcomes (β = 0.43, p < 0.01), underscoring its role in enabling effective DI. Conversely, teacher training gaps (65%), resource shortages (78%), rigid curricula, and large class sizes (72%) were significant barriers. Qualitative data highlighted teachers’ reliance on trial-and-error methods due to inadequate training and the constraints of exam-focused curricula. Despite these challenges, teachers identified scaffolding, tailored activities, and group work as effective strategies for fostering engagement and comprehension. The study underscores the potential of DI to enhance educational equity and recommends targeted professional development, equitable resource distribution, and curricular flexibility to optimize its implementation. These findings contribute to the broader discourse on inclusive pedagogy and provide actionable insights for improving mathematics education in resource-constrained settings.