ORIGINAL RESEARCH article
Front. Educ.
Sec. Special Educational Needs
Adaptive Instruction in Teaching and Learning: Evidence from Junior High School Teachers in the Jirapa Municipality of the Upper West Region of Ghana
Provisionally accepted
- 1SD Dombo University of Business and Integrated Development Studies, Bamahu, Ghana
- 2Simon Diedong Dombo University of Business and Integrated Development Studies, Wa, Ghana
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This study examined adaptive instruction in the classroom from the perspective of teachers in the Jirapa Municipality of Ghana. A concurrent mixed method design was adopted. Cluster and simple random sampling techniques were employed in selecting a sample size of 148 teachers for the study. Questionnaires and observation protocols were used to collect the data. The findings revealed that diverse learners' needs existed in the classroom. Therefore, teachers need to apply adaptive instruction in their teaching and learning processes. It was also revealed that if teachers use adaptive instruction, learners will gain desirable learning outcomes such as lifelong learning through behavioural changes, enhanced learning preferences, sound receptive and retentive memory, and sustained learners' interest. So, teachers should adapt their instruction to meet the diverse learners' needs.
Keywords: Adaptive Instruction, classroom, Education, Learning, Teaching
Received: 08 Jul 2025; Accepted: 09 Feb 2026.
Copyright: © 2026 SUSAN, Nabiebakye and Lobnibe. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: LIBANUS SUSAN
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