The Use of Tiered Assignments as Differentiated Instruction in a Multi-Grade Science Classroom

Abstract

Teaching Science in a multi-grade classroom is inherently complex. Pupils are at different grade levels and possess varying degrees of understanding, prior knowledge, and developmental readiness. This study investigated the use of tiered assignments as a method of differentiated instruction in teaching Science within a multi-grade classroom comprising Grade 5 and Grade 6 pupils. Specifically, it aimed to: describe the implementation of tiered assignments in a multi-grade setting; determine their effectiveness in enhancing Science learning; and identify the challenges teachers face in applying differentiated instruction strategies. A mixed-method approach was employed, utilising both quantitative and qualitative techniques. Data collection tools included a pretest and posttest to measure academic progress, teacher-made activities designed to support tiered instruction, and interviews with teachers to gain deeper quantitative insights. Pupil’s academic performance was analysed using mean percentage scores and standard deviation, while qualitative data from teacher interviews were examined through thematic analysis. The results revealed a notable increase in pupils’ test scores, academic achievement, and engagement following the intervention. The Grade 5 learners achieved a mean score of 19.67, resulting in a mean percentage score (MPS) of 78.68%. Based on the three-tier system for lower grade levels, this falls under Tier 2, indicating that learners were at the developing level. In contrast, the Grade 6 learners obtained a higher mean score of 21.75, or 87% MPS. Using this tiered approach, the researcher was able to provide differentiated instruction that matched each pupil’s readiness level. The variation in pretest scores helped inform this strategy, allowing teachers to give each learner the appropriate level of challenge and support. Based on these findings, the study recommends that schools adopt and consistently implement differentiated instruction and a tiered assignments strategy across various grade levels and expand their application to other subject areas beyond Science. It is also recommended that teachers, particularly those handling multi-grade classrooms, receive targeted training and professional development to effectively design and implement differentiated instruction strategies.