Differentiating instruction in mixed-ability settings: A case study of strategies used by Grade 6 teachers in Amathole East District, Eastern Cape, South Africa

Differentiating instruction in mixed-ability settings: A case study of strategies used by Grade 6 teachers in Amathole East District, Eastern Cape, South Africa

Nondumiso Mnyamana , Samson Matope & Clever Ndebele

Issue: Vol. 7 No.8 2026 Article 11 pp.2327 – 2344
DOI: https://doi.org/10.38159/ehass.20267811 Published online 5th October 2026

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ABSTRACT

This study investigated the strategies employed by Grade 6 teachers in the Amathole District of the Eastern Cape, South Africa, to differentiate instruction within mixed-ability classrooms. Utilising a mixed-methods approach, the research explored the challenges educators face in implementing effective differentiated practices. The data were collected from eight primary schools in the OR Tambo Inland, Mqanduli Cluster. Four Grade 6 teachers for Mathematics and Reading to Learn were selected from each school, which gave 12 participants. This selection was based on the teachers’ expertise in Mathematics and Reading to Learn. Questionnaires were used in the data collection procedure to gather information on how teachers used differentiated instruction during class activities. Additionally, to investigate how Grade 6 teachers used differentiated instruction to meet learner variety in the classroom, semi-structured interviews were undertaken. The findings indicate a predominant reliance on group work as a differentiation strategy, and a notable absence of varied and learner-centered instructional methods. Teachers reported limited benefits from differentiation due to pressures of content coverage and insufficient understanding of individualised approaches. The research study examined the need for targeted continuous academic professional development for teachers on the instructional differentiation strategies to adopt in multi-ability classrooms. Recommendations include the implementation of ongoing capacitation programmes, fostering a shift towards learner-centric practices, and enhancing flexible grouping strategies to better meet diverse learner needs. Finally, this study emphasizes the fundamental need to capacitate educators with the necessary skills and resources to facilitate differentiated teaching strategies to ensure that no learner is left behind.

Keywords: Differentiated Instruction, Multi-ability Classes, Teaching Strategy, Diverse Needs, Professional Development, Learner-centric Practices.

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ABOUT AUTHOR(S)

Ms. Nondumiso Mnyamana is a Master of Education graduate and a doctoral student at Walter Sisulu University. She is an academic who worked for the Pearson Marang Education Trust as a curriculum facilitator and teacher trainer in primary and secondary schools in the Eastern Cape Province. Nondumiso’s research interests focus on curriculum and instructional differentiation as teaching strategies in diverse classrooms. Her passion is for how teachers vary their instructional strategies to cater to learners from diverse backgrounds. She is currently a Regional Curriculum Development Manager at Pearson Marang Education Trust for the Eastern Cape Province.

Dr. Samson Matope is an Academic Developer and Lecturer in the Continuing Professional Teacher Development Department at Walter Sisulu University, South Africa. His academic and professional interests include academic staff development, curriculum development and transformation, teaching and learning, and sustainable development in higher education. He has published in local and international peer-reviewed journals and has presented his research at national and international academic conferences, where he has also chaired conference sessions.

Prof Clever Ndebele is currently a Full Professor in the Faculty of Education at Walter Sisulu. He has extensive experience in higher education studies with more than 15 years’ experience at senior management level (as Director and Senior Director) in the area of teaching and learning at several universities in South Africa. Has participated in several (NRF) research projects on academic staff development and has also been involved in Teaching Development Grant National collaborative projects (namely PGDHE for educational development practitioners and PGDHE for academics). He is also currently a member of the Council on Higher Education National Standards and Capacity Development Committee (SCDC), the Council on Higher Education Peer Advisory Group on Reconceptualising Teaching and Learning (RELATE), USAf Work Integrated Learning Strategy group, Minister of Higher Education’s reference group on Extended Curriculum Programmes and is Chair of South African University Teachers (SAUT). He is also the National University Teaching Awards project leader. Prof Ndebele previously coordinated academic staff development and student academic support, the University Capacity Development Programme, the New Generation of Academics Programme, the Future Professors Programme and the National Siyaphumelela Student Success projects at Iyunivesithi Walter Sisulu.

TO CITE ARTICLE

Mnyamana, Nondumiso; Samson Matope, and Clever Ndebele. “Differentiating instruction in mixed-ability settings: A case study of strategies used by Grade 6 teachers in Amathole East District, Eastern Cape, South Africa.” E-Journal of Humanities, Arts and Social Sciences 7, no.8 (2026): 2327 – 2344. https://doi.org/10.38159/ehass.20267811