Lived Experiences of Science Teachers in the Utilization of Differentiated Instruction in Ramsey County, Minnesota, USA
DOI:
https://doi.org/10.5281/zenodo.23263303Keywords:
differentiated instruction, science education, Filipino science teachers, lived experiences, phenomenological research, learner diversity, responsive science instructionAbstract
This study explored the lived experiences of Filipino science teachers in implementing Differentiated Instruction (DI) in selected schools in Ramsey County, Minnesota, USA. It sought to understand the meanings teachers attributed to their experiences, identify the essential themes characterizing those experiences, and generate insights for a proposed framework for responsive differentiated science instruction. A qualitative phenomenological design was employed, with participants purposively selected based on their experience implementing DI in science classrooms. Data were generated through semi-structured interviews and analyzed using Colaizzi’s phenomenological method. The findings revealed five interrelated themes that characterize differentiated science instruction as a lived experience of responsive professional practice: encountering learner diversity as the starting point of differentiation; adapting science learning to individual needs; living with the tensions and demands of differentiated instruction; becoming flexible, reflective, and resourceful through experience; and finding fulfillment in learner engagement, understanding, and growth. Across these experiences, teachers described DI not as a fixed instructional technique or a set of isolated strategies, but as a continuous and context-responsive process of knowing learners, adapting instruction, negotiating classroom demands, and reflecting on learners’ responses and development. The essence of the experience lies in teachers’ sustained commitment to making science learning responsive to learner diversity while navigating the practical demands and constraints of classroom instruction. These findings provided the experiential basis for the development of a Responsive Differentiated Science Instruction (RDSI) Framework, which may serve as a guide for responsive, adaptive, and learner-centered science instruction.
Downloads
References
Adam, M., & Porta, T. (2025). Primary teachers’ perceptions of differentiated instruction: Insights from Maldivian classrooms. Education 3-13. https://doi.org/10.1080/03004279.2025.2473412
Altun, S., & Nayman, H. (2022). Differentiated instruction: A study on teachers' experiences and opinions. International Online Journal of Educational Sciences, 14(2), 374–386. https://doi.org/10.15345/iojes.2022.02.007
Bi, M., Struyven, K., Zhu, C., & Zhong, C. (2026). From perception to practice: How Chinese teachers perceive and implement differentiated instruction in primary and secondary schools. Education 3-13, 54(3), 677–692. https://doi.org/10.1080/03004279.2024.2344853
Bunga, J. B. (2025). Assessing teacher proficiency in differentiated instruction: Development and validation of a performance appraisal tool for Philippine multigrade classrooms. European Journal of Educational Management, 8(1), 31–47.
Chandra, C., Gde Yadnyawati, I. A., & Candra, A. (2024). The influence of positive discipline, differentiated instruction strategies, and learning motivation on learning outcomes. Journal of World Science, 3(1), 79–92. https://doi.org/10.58344/jws.v3i1.530
Chenyang, Y. (2023). Differentiated instruction: The effects on student motivation and academic achievement across distinct disciplines. Journal of Student Research, 12(4). https://doi.org/10.47611/jsrhs.v12i4.5817
Coubergs, C., Struyven, K., Vanthournout, G., & Engels, N. (2023). Differentiated instruction: The effects on students' academic achievement and motivation in secondary education. Studies in Educational Evaluation, 76, Article 101215. https://doi.org/10.1016/j.stueduc.2022.101215
Creswell, J. W., & Creswell, J. D. (2023). Research design: Qualitative, quantitative, and mixed methods approaches (6th ed.). SAGE Publications.
Creswell, J. W., & Poth, C. N. (2024). Qualitative inquiry and research design: Choosing among five approaches (5th ed.). SAGE Publications.
Daşçıoğlu, H. Ş., & Bümen, N. T. (2025). Differentiated instruction in Turkish classrooms: Practices, teacher experiences and barriers. Studies in Educational Evaluation, 86, Article 101491. https://doi.org/10.1016/j.stueduc.2025.101491
Denzin, N. K., Lincoln, Y. S., Cannella, G. S., & Giardina, M. D. (Eds.). (2023). The SAGE handbook of qualitative research (6th ed.). SAGE Publications.
Deunk, M. I., Smale-Jacobse, A. E., de Boer, H., Doolaard, S., & Bosker, R. J. (2022). Effective differentiation practices: A systematic review and meta-analysis of studies on the cognitive effects of differentiation practices in primary education. Educational Research Review, 36, Article 100446. https://doi.org/10.1016/j.edurev.2022.100446
Dulfer, N., Saito, T., & McKernan, A. (2025). Differentiated instruction: An investigation into the effect of class compositional factors on teaching processes. Asia Pacific Education Review, 26, 1041–1054. https://doi.org/10.1007/s12564-025-10065-y
Fundal, J. M., & Fuentebilla, R. S. (2025). Differentiated instruction and gamification strategies: An investigation into students' academic competence and performance in mathematics. International Journal of Research and Innovation in Social Science.
Geel, M. van, Keuning, T., & Safar, I. (2022). How teachers develop skills for implementing differentiated instruction: Helpful and hindering factors. Teaching and Teacher Education: Leadership and Professional Development, 1, Article 100007. https://doi.org/10.1016/j.tatelp.2022.100007
Gheyssens, E., Coubergs, C., Griful-Freixenet, J., Engels, N., & Struyven, K. (2022). Differentiated instruction: The diversity of teachers' philosophies and practices. Teaching and Teacher Education, 110, Article 103580. https://doi.org/10.1016/j.tate.2021.103580
Gibbs, K. (2023). Voices in practice: Challenges to implementing differentiated instruction by teachers and school leaders in an Australian mainstream secondary school. The Australian Educational Researcher, 50, 1217–1232. https://doi.org/10.1007/s13384-022-00551-2
Herliana, F., Hafinda, T., & Firmayanto, R. (2024). Differentiated instruction through adaptive learning platform in science education: A systematic literature review. Jurnal Pendidikan MIPA, 25(2), 914–931. https://doi.org/10.23960/jpmipa/v25i2.pp914-931
Hidayat, T., Wasis, W., Suprapto, N., & Hidaayatullaah, H. N. (2025). Differentiated instruction in science education: A thematic evolution through bibliometrics. Multidisciplinary Reviews.
Jager, L., Denessen, E., Cillessen, A. H. N., & Meijer, P. C. (2025). Instructional differentiation in secondary education: Teachers’ actions and reasoning. Teaching and Teacher Education, 159, Article 105009. https://doi.org/10.1016/j.tate.2025.105009
Kara, S., & Tekindur, A. (2025). The effect of differentiated instruction on the academic achievement and opinions of 3rd-grade students in science education. Journal of Intelligence, 13(10), Article 126. https://doi.org/10.3390/jintelligence13100126
Liang, W., To, J., & Lo, Y. Y. (2025). A journey towards teacher empowerment in differentiated instruction: Implications for a sustainable teacher professional development model. Asia Pacific Education Review, 26, 445–457. https://doi.org/10.1007/s12564-024-09977-y
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. SAGE Publications.
Melesse, S., & Belay, A. (2022). Differentiated instruction and its impact on student learning in science education. Journal of Education Research.
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). Jossey-Bass.
Moustakas, C. (1994). Phenomenological research methods. SAGE Publications.
Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16(1), 1–13. https://doi.org/10.1177/1609406917733847
Rizalda, K. J. (2022). Students' learning outcomes in a differentiated instructional approach in Grade 8 science. In Proceedings of the International Conference on Social Sciences.
Rubio, E. (2024). Exploring the practices, experiences and challenges of teachers in using differentiated instruction in an inclusion setting. Psychology and Education: A Multidisciplinary Journal, 27(8), 818–840. https://doi.org/10.5281/zenodo.14054292
Salleh, M. F. M., Rauf, R. A. A., & Saat, R. M. (2022). Malaysian chemistry teachers' challenges to practice differentiated instruction in classroom. Malaysian Online Journal of Educational Sciences, 10(2).
Saputri, L. A., Anwar, K., & Maruf, N. (2023). Exploring the impact of differentiated instruction on students' perception, engagement, and motivation in EFL high school education. TELL-US Journal, 9(3), 623–644. https://doi.org/10.22202/tus.2023.v9i3.7380
Scott, K. A., Cale, C., Panesar-Aguilar, S., & McCraney, M. (2021). Differentiated instruction and improving student learning: A qualitative study. Education Journal, 10(4), 120–126. https://doi.org/10.11648/j.edu.20211004.11
Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22(2), 63–75. https://doi.org/10.3233/EFI-2004-22201
Slim, T., van Schaik, J. E., Hotze, A. C. G., & Raijmakers, M. E. J. (2026). Preservice teachers’ professional development for implementing differentiated instruction in science education: An embedded case study. Journal of Research in Science Teaching, 63(3), 215–235. https://doi.org/10.1002/tea.70035
Smale-Jacobse, A. E., Meijer, A., Helms-Lorenz, M., & Maulana, R. (2022). Differentiated instruction in secondary education: A systematic review of research evidence. Frontiers in Psychology, 13, Article 849801. https://doi.org/10.3389/fpsyg.2022.849801
Smale-Jacobse, A. E., Meijer, A., Helms-Lorenz, M., & Maulana, R. (2023). Differentiated instruction in secondary education: A systematic review of research evidence. Educational Research Review, 38, Article 100496. https://doi.org/10.1016/j.edurev.2022.100496
Suprayogi, M., Valcke, M., & Godwin, R. (2024). Teachers' implementation of differentiated instruction in inclusive classrooms. Teaching and Teacher Education.
Taş, H., & Minaz, M. B. (2024). The effects of learning style-based differentiated instructional activities on academic achievement and learning retention. SAGE Open, 14(2). https://doi.org/10.1177/21582440241249290
Toledo, F. L. (2023). Differentiated instruction for enhanced students' academic performance in Science 10 (Physics). International Journal of Multidisciplinary Applied Business and Education Research, 4(8), 2831–2846. https://doi.org/10.11594/ijmaber.04.08.21
Tomlinson, C. A. (2021). How to differentiate instruction in academically diverse classrooms (3rd ed.). ASCD.
Tomlinson, C. A., & Moon, T. R. (2022). Assessment and student success in a differentiated classroom. ASCD.
UNESCO. (2021). Reimagining our futures together: A new social contract for education. UNESCO Publishing.
Van Geel, M., Keuning, T., Frèrejean, J., Dolmans, D., van Merriënboer, J., & Visscher, A. J. (2021). Capturing the complexity of differentiated instruction. School Effectiveness and School Improvement, 32(1), 1–23. https://doi.org/10.1080/09243453.2020.1862675
van Manen, M. (2016). Researching lived experience: Human science for an action sensitive pedagogy (2nd ed.). Routledge.
Yulidawati, E., Diana, D., Waluyo, E., & Formen, A. (2026). Differentiated instruction to stimulate multiple intelligences in early childhood science learning: A phenomenological study in inclusive kindergartens. Indonesian Science Education Journal, 7(2), 255–265. https://doi.org/10.62159/isej.v7i2.2380
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
How to Cite
