Adaptive instruction in teaching and learning: evidence from junior high school teachers in the Jirapa Municipality of the Upper West Region of Ghana

This study examined adaptive instruction in the classroom from teachers’ perspectives in the Jirapa Municipality of Ghana. A concurrent mixed-methods design was adopted. Cluster and simple random sampling techniques were employed to select a sample size of 148 teachers for the study. Questionnaires and observation protocols were used to collect data. The findings revealed that diverse learners’ needs existed in the classroom. Therefore, teachers need to apply adaptive instruction in their teaching and learning processes. It was revealed that when teachers use adaptive instruction, learners achieve desirable learning outcomes, including lifelong learning through behavioral changes, enhanced learning preferences, sound receptive and retentive memory, and sustained interest in learning. Therefore, teachers should adapt their instruction to meet the diverse needs of learners.