Junior High School Science Teachers’ Knowledge, Practice and Challenges of Differentiated Instruction in Kpandai District, Ghana

This study investigated knowledge practice and challenges of Junior High School Science teachers in Differentiated Instruction (DI) Kpandai District the Northern Region Ghana. The employed concurrent nested design. Out 268 teachers, a sample size 31 science was drawn to participate through questionnaire sub-sample five purposively selected for interviews. quantitative data analysed using descriptive statistics while qualitative thematically. concluded that most JHS possessed required on DI they actually differentiated instruction their classes. However, faced some when differentiating instructions. recommends by should be strengthened regularly organizing in-service training them. done GES Directorate enable improve DI. Teachers supported SISOs every aspect especially assessing learners. Finally, government other educational stakeholders ensure textbooks materials/resources are readily made available effective implementation schools.