ISSN: 2226-6348
Open access
This study aims to examine the level of practice and the challenges in implementing Differentiated Pedagogy among form one Tamil language teachers. The research was conducted in the state of Johor using a qualitative approach. A total of five form one Tamil language teachers from Johor were randomly selected as study participants. The research instrument employed was a semi-structured interview. Data collection was carried out through telephone conversations and online sessions via google meet. The interview data were transcribed verbatim and manually analysed by assigning appropriate codes to each respondent’s input. Findings revealed that all participants possessed sound knowledge of Differentiated Pedagogy and actively applied it in their teaching and learning processes. The interviews identified five key challenges faced by Tamil language teachers in implementing Differentiated Pedagogy. That is time constraints in planning and management, infrastructural limitations, teaching aids, and workload burden. These challenges hinder the effective implementation of Differentiated Pedagogy among form one Tamil language teachers in Johor. Relevant authorities must take appropriate measures to address these challenges to enable more efficient and effective implementation of Differentiated Pedagogy.
Agus, A. N. A. (2021). The level of knowledge and readiness of Malay language teachers in implementing differentiated instruction during home-based teaching and learning throughout the movement control order period. Journal of Malay Language Education, 11(1), 75–87.
Alagesan, A. (2020). Development of a Tamil Grammar Website for Secondary Schools. (Unpublished Doctoral Dissertation). University of Malaya, Kuala Lumpur, Malaysia.
Asualingam, T., Halili, S. H., & Ramalingam, S. (2023). Need analysis for the development of a Tamil grammar website for Year Four SJKT. Muallim Journal of Social Sciences and Humanities, 7(4), 89–100. https://doi.org/10.33306/mjssh/256
Bondie, R. S., Dahnke, C., & Zusho, A. (2019). How does changing “one-size-fits-all” to differentiated instruction affect teaching? Review of Research in Education, 43(1), 336–362. https://doi.org/10.3102/0091732X18821130
Chua Yan Piaw. (2014). Fundamentals of Research Statistics (2nd ed.). Petaling Jaya: McGraw-Hill (Malaysia) Sdn Bhd.
Ginja, T. G., & Chen, X. (2020). Teacher educators’ perspectives and experiences towards differentiated instruction. International Journal of Instruction, 13(4), 781–798. https://doi.org/10.29333/iji.2020.13448a
Jawan, H., & Mahamod, Z. (2021). Methods and challenges of differentiated instruction in enhancing sentence construction skills in Malay language among primary school students. Jurnal Dunia Pendidikan, 3(1), 67–77.
Huberman, M. (2014). Qualitative Data Analysis: An Expanded Sourcebook (2nd ed.). Thousand Oaks, CA: SAGE.
Lavanya, S., & Elangovan, R. (2023). Factors influencing the teaching and learning outcomes of the Tamil language. Shanlax International Journal of Tamil Research, 8(1), 35–41. https://doi.org/10.34293/tamil.v8i1.6626
Levy, H. M. (2008). Meeting the needs of all students through differentiated instruction: Helping every child reach and exceed standards. The Clearing House: A Journal of Educational Strategies, Issues, and Ideas, 81(4), 161–164. https://doi.org/10.3200/tchs.81.4.161-164
Mazen, M. K., & Malak, A. A. (2019). The influence of differentiated instruction on academic achievement of students in mixed ability classrooms. International Linguistic Research, 2(2), 8–28.
Michael, J., & Mahamod, Z. (2023). Practices and challenges of differentiated teaching approaches guided by MoLIB among national primary school Malay language teachers. Journal of Online Teaching and Learning (JDPD), 5(1). https://doi.org/10.55057/jdpd.2023.5.1.1
Mohamed Zohomi, N. A., & Mahamod, Z. (2023). The practice of secondary school Malay language teachers in implementing differentiated teaching approaches. Jurnal Dunia Pendidikan, 5(1), 14–24. https://doi.org/10.55057/jdpd.2023.5.1.2
Moosa, V., & Shareefa, M. (2019). Implementation of differentiated instruction: Conjoint effect of teachers’ sense of efficacy, perception, and knowledge. saruna.mnu.edu.mv, April 2019.
Murugan, M. R., Nachiappan, S., & Kumaran, B. V. R. (2022). Factors contributing to Tamil language teaching and facilitation problems and ways to overcome them in an international primary school. Malaysian Journal of Social Sciences and Humanities, 6(1), 104–110. https://doi.org/10.33306/mjssh/183
Nuraishahtun Mat Akhir, Zamri Mahamod, Siti Faraziah Md. Akib & Norshiha Hj Sailon. (2019). Implementation of differentiated pedagogy modules in Government-Aided Religious Schools (SABK) for Malay language teaching and learning. Proceedings of the 6th National Education Seminar (SKEPEN), pp. 1450–1465. 21–22 September 2019. Organized by the Faculty of Education, National University of Malaysia.
Radi, N., & Amran, S. (2023). Strategies and challenges in implementing differentiated learning approaches among primary school teachers. Malaysian Journal of Social Sciences and Humanities (MJSSH), 8(5), e002336. https://doi.org/10.47405/mjssh.v8i5.2330
Safiek Mokhlis. (2021). Perceptions and implementation of differentiated teaching approaches among preschool teachers: A preliminary survey. Borneo International Journal, 4(3), 9–18.
Tomlinson, C. A. (1999). Differentiation of instruction in the elementary grades. ERIC Digest.
Tomlinson, C. A. (1999). Mapping a route toward differentiated instruction. Educational Leadership, 57(1), 12–16.
Tomlinson, C. A. (2008). The goals of differentiation. Educational Leadership, 66(3), 26–30.
Tomlinson, C. A., Brighton, C., Callahan, C. M., Brimijoin, K., Conover, L. A., & Reynolds, T. (2003). Differentiating instruction in response to student readiness. Jurnal Dunia Pendidikan, 4(2), 128–141. http://myjms.mohe.gov.my/index.php/jdpd
Mahamod, Z., Amin, R., & Embi, M. A. (2015). Student diversity and differentiated learning. Kuala Lumpur: Dewan Bahasa & Pustaka.
Mustaffa, Z., Hussin, Z., & Sulaiman, A. M. (2021). Differentiated pedagogy for teaching diverse learners. Malaysian Journal of Social Sciences and Humanities, 6(9), 202–214.
Mahalingam, T., & Ponniah, K. (2025). Level of Practice and Challenges in Implementing Differentiated Pedagogy among Form One Tamil Language Teachers. International Journal of Academic Research in Progressive Education and Development, 14(4), 1224–1234.
Copyright: © 2025 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode