The impact of curriculum differentiation on learner performance, participation, and engagement among foundation phase learners in rural South African Public schools

The impact of curriculum differentiation on learner performance, participation, and engagement among foundation phase learners in rural South African Public schools

Paul M. Tshisikhawe , Matodzi G. Sikhwari & Nwakwana Emily Thenga

Issue: Vol. 7 No.7 2026 Article 30 pp. 2166 – 2179
DOI: https://doi.org/10.38159/ehass.20267730 Published online 25th September 2026

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ABSTRACT

This study examined the impact of curriculum differentiation on learner performance, participation, and engagement among Foundation Phase learners in rural South African public schools. Despite policy commitments to inclusive education, many rural classrooms continue to implement uniform teaching approaches that inadequately address diverse learner needs, resulting in uneven achievement and limited participation. Guided by an interpretivist research paradigm, the study employed a qualitative case study design to gain in-depth insights into classroom practices and learner experiences. A qualitative research method was adopted, with data collected through semi-structured interviews, classroom observations, and document analysis. The population comprised Foundation Phase teachers in rural public primary schools, from which participants were purposively selected. The final sample comprised 12 Foundation Phase teachers from 4 schools. Data were analysed thematically. The study was delimited to the Vhembe District, Limpopo Province, South Africa. The findings revealed that curriculum differentiation enhanced learner engagement and participation when teachers adapted content and teaching strategies, but inconsistent implementation limited its impact on learner performance. Overall, curriculum differentiation was found to be a viable approach for promoting inclusive learning in the Foundation Phase when adequately supported. The study recommends targeted professional development and improved resource provision to strengthen differentiated practices in rural classrooms. The study contributes to scholarship by providing empirical evidence on how curriculum differentiation is enacted in resource-constrained rural Foundation Phase classrooms and by extending understanding of the contextual factors that facilitate or hinder inclusive pedagogical practices in rural South African schools.

Keywords: Curriculum Differentiation, Learner Performance, Learner Participation, Rural Schools

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ABOUT AUTHOR(S)

Dr. Mbulaheni Paul Tshisikhawe graduated with a DED (Doctor of Education in Curriculum Studies) from the University of Venda and a postgraduate diploma from the University of KwaZulu-Natal. He is a senior lecturer in the Faculty of Humanities, Social Sciences and Education, in the Department of Professional and Curriculum Studies, School of Education. He is the coordinator of the Postgraduate Senior Certificate (SEPGCE) and the Honors in Curriculum Studies. He was a member of the National Research Foundation (NRF) project “Capacity building for management of learner pregnancy in schools”, Grant number 90391, in 2015 and 2016, respectively. The project paid dividends for my success by helping me develop important research skills such as data collection, presentation, analysis, and interpretation.

Dr. Matodzi G. Sikhwari is a Senior Lecturer in the Department of Early Childhood Education at the University of Venda, Thohoyandou, South Africa. He is a qualified Foundation Phase teacher and holds a bachelor’s degree in education, as well as an MA, MEd, and PhD from Stellenbosch University. His scholarly interests include educational linguistics, gender and sexuality studies, home language teaching with a particular focus on African languages, and Physical Education in the Foundation Phase. Dr Sikhwari’s areas of specialisation are linguistics and education policy studies.

Dr. Nwakwana E Thenga is a Senior Lecturer in the Department of Educational Studies at the University of Venda, Thohoyandou, South Africa. She is a teacher by profession. She holds a D.Ed. in Psychology of Education from the University of Zululand, South Africa. Her research interests include Learning theories and Educational needs, and Inclusive education and Special needs.

TO CITE ARTICLE

Tshisikhawe, Paul M., Matodzi G. Sikhwari, and Nwakwana Emily Thenga. “The impact of curriculum differentiation on learner performance, participation, and engagement among foundation phase learners in rural South African Public schools.” E-Journal of Humanities, Arts and Social Sciences 7, no.7 (2026): 2166 – 2179. https://doi.org/10.38159/ehass.20267730