Novice Chemistry Teachers’ Instructional Strategies in Teaching Mixed-Ability Classrooms

: This qualitative study sought to explore Malaysian novice chemistry teachers' experiences in teaching mixed-ability students during their practicum, focusing on instructional strategies for dealing with those learners the class. The researchers employed purposive sampling select 12 trainee teachers be involved semi-structured interviews. data collected were analysed using constant comparative method. As a result, two themes emerged regarding participants' strategies: whole-class approach and adjustment learners’ needs. paper discusses first theme, which consists of three sub-themes: active learning activities, use stimulating materials, assessment practice. Even though primarily engaged through instruction, found they emphasised classroom engagement collaboration between classroom. Besides, did consider students’ interests preferences when selecting activities materials lessons. However, that mainly not utilise from formative assessments inform decisions differentiating instruction Though there are differences ability class, generally opted ‘one-size-fits-all’ strategy all most recommends teacher training institutions related stakeholders provide adequate improve knowledge skills practising differentiated instruction.