Proposal

Topic: Differentiated Instruction in Heterogeneous English Language Classroom:

A Case Study of Private and Public Schools in Nepal
Background/ Context

As we see the English language classrooms of Nepal, different students have different levels of
understanding the subject matter. Some of the students can grasp quickly while some need
longer time and extra support. This situation is known as mixed-ability classroom (Subban,
2006). Such status is very common in both the public and private schools. But, in such condition,
teachers have used the same method for all types of learners. It has made difficulty for the slow
learners to understand. Similarly, it has made the fast learners to stay interested in the same
topic.

Teachers also encounter various problems in dealing with the diverse students. In the public
schools, there can be large sized classrooms, fewer teaching/learning materials and less training
opportunities for the teachers. In private schools, the number of students may be smaller, and
teaching materials may be better but still all students cannot learn at the same speed.
Therefore, teachers should use different ways of teaching to make every student learn.

One of the effective methods can be Differentiated Instruction (DI). It means the teacher has to
change the teaching method and lesson based on students’ needs. According to Tomlinson
(2014), differentiated instruction is a way of teaching in which teachers proactively modify
curriculum, teaching methods, resources, learning activities, and student products to address
the diverse needs of individual students and small groups. For instance, a teacher can allocate
different levels of tasks in terms of simplicity and complexity, or the students choose how to
learn in the classroom. In addition to this, the teacher uses different methods according to the
nature and capacity of the students. So, DI can help all types of students learn better whether
they are very weak, average or strong in English language (Subban, 2006).

I would like to share my own short experience regarding DI. Actually, at that time I was not
formally introduced about the terminology Differentiated instructions. As I had informally heard
or read about using different ways rather than just teaching in the same way, I divided the
students into different groups, used audio and video materials for the text, online learning tool
such as Quizzizz, allocated different levels of tasks being based on students' levels. Similarly, I
also gave extra support and personal care to students whenever it was needed. These methods
worked well and students learned better. Those students who were not active in learning also
started showing more excitement in the study. It did not help only the weak students but also
to the medium and fast learning students too. But there were some challenges such as time
constraint, heavy syllabus, some other internal problems etc. Anyway, now I realized that those
methods I had used were differentiated instructions even though I was not formally aware.

In the context of Nepal, there is seen limited understanding of how the teachers are practicing
Differentiated Instruction (DI) in the English language classrooms. This study seeks to explore
the ongoing practices, impacts and challenges of DI in both public and private schools. With the
observation of these aspects the study attempts to provide the necessary action that can
contribute in the improvement of teaching strategies and learning outcomes.

Statement of the Problem

Classrooms in Nepal are more diverse as there are the students with different learning abilities.
Such diversity in the classroom makes teaching- learning process challenging in English
classrooms. If we analyze most of traditional teaching methods use a "one-size-fits-all"
approach which doesn’t meet the needs of all students leading to disengagement and poor
learning outcomes (Tomlinson, 2014). This method does not think about the diversities of
students’ abilities which causes problems for students to learn the best. Though there have
been done some researches related to it, like Rai (2018), has studied into learners’ diversity in
English classrooms, there has not been enough focus on how to adapt teaching methods to
meet the different needs of students in Nepal. Studies like Joshi (2019) found that differences in
learning speed between fast and slow learners in Kathmandu and suggested that teaching
methods are needed to be more personalized. Gyawali (2023), in his research examined how
the English teachers implement differentiated instruction and what challenges they with in
diverse classrooms.

Despite having known about student diversity, many teachers are adapting traditional teaching
methods. The heavy syllabus, time constraint, enough training and educational policy have
created the problem in implementing DI effectively. The focus on traditional education which
often treats learning as a one-way process limits students' ability to think critically (Freire,
1993).

Although there have been done different researches on DI, there has not been any in depth
case study by observing the real classroom activities of private and public school about the
implementation of DI in English language classroom in Nepal. Those studies have not looked
closely at how teachers in public and private schools use DI in real classrooms. Therefore, this
study aims to fill this gap by exploring how differentiated instruction is used in English
classrooms in both the public and private schools in Nepal. This research will observe the
practices how teachers in such schools practice DI, how they are getting the impacts and the
challenges they face and what support they want for better implementation.
 Rationale of the Study

There are diverse levels of students with diverse abilities in the same classroom. Various factors
determine in learning of the students such as level of intelligence, personal interest and nature,
family environment and background and so on. As there are the students of different abilities,
the teachers also need to use different strategies to make them learn better. In mixed-ability
classrooms, differentiated instruction allows teachers to modify content, process, and product
based on individual student needs, thereby fostering inclusive learning environments (Hall,
Strangman, & Meyer, 2003). I came to realize this in my own classroom when I witnessed that
some of my students really needed more help for their understanding. I felt so because some
were fast learners where as some were the slow learners, some were extrovert and some were
introvert, some were with strong base and some were with the weaker base in the study.
Tomlinson mentions, “Teachers in differentiated instructions accept and act on the premise that
they must be ready to engage students in instruction through different approaches to learning
by appealing to a range of interests” (2014, p. 3).

Such type of study is really important as it studies how Differentiated instruction becomes
successful in helping teachers meet the different needs of different levels students. DI can be
explained as the tool to change the teaching strategies to meet the needs of different students.
Therefore, In the context of Nepal too where there are students of all abilities, DI can be the
effective way to make the learning process more inclusive and effective. Different studies also
have shown the effectiveness of DI in learning atmosphere. Studies have shown that
differentiated instruction is effective in English language classrooms, as it helps meet the varying
linguistic abilities, learning styles, and needs of mixed-ability learners, leading to improved
engagement and academic performance (Subban, 2006; Hoadley, 2012).

As schools in Nepal trying to improve the English learning capabilities of the students, there
must be some changes and applications of different methods in teaching learning abilities which
can meet the needs of diverse ability students. Different Researches also have shown that DI
can be the better tool to learn better in mixed-ability classrooms.

This research will study how the public and private schools are using DI method in their
classroom along with the effectiveness and the challenges they are facing in the different
settings. This study uses case study method which is about the implementation, effectiveness
and the challenges. While having the study, different data will be collected through interviews,
classroom observations, focused group discussion and document analysis. This will be the
helping tool for us to understand how DI is in use in different kinds of schools and what works
the best. The findings will help teachers use DI more effectively in their classrooms. This study
wants to show how DI can help improve the students’ engagement and learning capacity in
both the public and private schools. The study will help teachers improve their teaching
methods and will make learning better for students in Nepal. Along with the teachers, policy
makers, curriculum designer and textbook writer also will be equally benefitted from the
findings for implementing the different methodologies and strategies in the English classroom
that helps to improvise the overall education system and result of the nation.

Purpose of the Study

The main purpose of this research is to explore the implementation of Differentiated Instruction
in the mixed ability English classroom in public and private schools in Nepal along with the
effectiveness and challenges of Di in both the places.

Research Questions

This research will be focused around the search for the answer of the following research
questions:

i) How do the English language teachers perceive about the implementing DI in mixed
ability classroom in private and public schools in Nepal?
ii) What are the practices and challenges faced by the teachers to practice DI in both
the sectors?

Delimitation of the Study

This study is limited to finding out how English language teachers use differentiated instruction
in English language classroom in secondary level (Std. IX and X). The study will be done in one
public and one private school in Kathmandu. It explores how the teachers in these two types
schools understand and implement differentiated instruction or different strategies to support
the students with diverse learning necessities in the same classroom. This study will be focused
on secondary-level English classes and does not include any other subjects or grade levels. It
uses a qualitative research approach and adopts case study design for the study.
 Literature Review

This literature review explores the use of differentiated instruction (DI) as a meaningful
way to promote equity, inclusiveness of diverse learners by discussing its main ideas,
related theories, research findings particularly in Nepal and what education policies say
about it. DI is mainly important in the contexts where the learners differ in terms of
language background, ability level and interest. Although DI has been widely discussed in
global teaching context, there is limited research on how it is understood, used and
supported in Nepali schools. The focus is on understanding how DI is currently being used
in English language classrooms in both private and public schools in Nepal. The aim is to
build a foundation for a deeper study of what teachers think about DI, how it is practiced
and what difficulties they face in each type of school without directly comparing them.

1. Thematic Review:

Differentiated Instruction (DI) is more than just a teaching strategy used in classrooms. It is
a complete way of thinking about how teachers can support students in their learning
journey. DI is built on the strong belief that every student is different and all students
should get a fair chance to learn, grow and succeed even if they learn in different ways.
Equity in learning means that giving each student the help and support they actually need
as per their learning difference. Differentiated instruction is a teaching method that focuses
on meeting the needs of diverse learners in the classroom. (Tomlinson 2014). The pioneer
in the field of DI, explains that a teacher should think deeply about three important things
when planning his lessons. These are: what the student already knows, what the student is
interested in and how the student learns best. Understanding this information, the teacher
can makes change in the teaching. Instead of using the same method for every student,
teachers should change how they teach based on their levels, interests and learning styles.
This includes change in what is taught (content), how students learn it (process) and how
the students show what they have learned (product) (Tomlinsin 2014). The classroom
environment also equally plays a big role by making sure students feel supported and
included.

In the context of English language classrooms in Nepal, students often come from different
linguistic, cultural and social backgrounds with different abilities. Some students may be
very good at speaking but weak in writing. Some may understand grammar well but have
problem with vocabulary. Similarly, there are also differences fast learner and slow
learners. Some students enjoy reading and writing but other may prefer activity based.
Having so much diversity in the same classroom, it becomes important for teachers to plan
their lessons as per the needs of all the students for better teaching learning activities and
outcomes.

For example, a teacher may use easier reading texts with the weaker students and longer or
more complicated texts with talent students. In speaking tasks, introvert students may
work in pairs rather than speaking in front of the whole class. Teacher may give them to
write essays, record videos or draw pictures depending on their ability. All of these
activities are the examples of differentiated instruction.

Studies have shown that when teachers implement DI in the classroom, students feel more
comfortable and make maximum involvement. They also feel respected and included
because the teaching methods match according to their level and interests. DI is helpful in
reducing learning gaps among students by providing more support to those who need as
well as more challenges to those who are ready for learning. As a result, classrooms can be
fairer and there will improvement in everyone’s learning. The main goal is to provide
support for each learner and make them improve their English with the feeling of included
in the classroom. Also, as everyone is part of the classroom, it builds up the sense of equity
as all the students get equal opportunity for learning.

So, it shows that DI helps make learning fairer and inclusive by respecting individual’s
differences and adjusting teaching methods to meet the need of each student.
2. Theoretical Review

DI is based on several learning theories which support the idea that teaching should be
adjusted to match the level of the students. These theories explain why changing teaching
methods for different students is helpful and necessary for equitable and inclusive teaching
learning process.

One of the theories that supports DI is Vygotsky’s Sociocultural Theory, especially the idea
of the Zone of Proximal Development (ZPD). This zone is the difference between what a
learner can do alone and what they can do with the support from a teacher or a peer. A
student may be able to write short sentences on his own but they can write full paragraphs
with little extra support. Sociocultural theory focuses on the important role of social
interaction and cultural context in learning. It shows that a student learns the best when he
is challenged and provided the appropriate support while learning. DI fits this theory
because through strategies like differentiated scaffolding, peer work in flexible groups and
teacher support to enhance the learners' current ability.

Bronfenbrenner’s Ecological Systems Theory, which explains how a child’s learning and
development are influenced by different layers of their environment. These layers range
from the immediate classroom setting (microsystem) to broader systems like school
policies, community and culture (exosystem and macrosystem) (Bronfenbrenner, 1979).
For example, a student in a resourceful private school may have different learning
opportunities compared to one in a rural public school with limited or very low resources.
DI matches with this theory because it finds that students are shaped by different external
factors. So, by adjusting teaching methods, materials and support according to each
student’s background and environment, DI can help to meet the needs of the learners in
diverse ecological contexts.
Another theory that supports DI is Gardner’s Theory of Multiple Intelligences. He says that
people are smart in different ways. Instead of having only one kind of intelligence, like
being good at math or reading or writing, Gardner believes that there are many kinds such
as being good with music, movement or working with others in a group. (Gardner, 1983). It
means that students learn in many different ways as per their intelligence differences,
therefore, teachers also should teach in different ways for the proper and meaningful
learning.

When this theory is related to a classroom, some students may catch the ideas better
through stories and words but other students may catch it through pictures, movement or
drama. DI matches with this theory because it encourages the teachers to present the
concept in many ways and allow the students to show learning through various methods as
per their individual strengths. For example, in an English language classroom, one student
may learn vocabulary through songs and another may learn better through games or role-
play. So, Gardner’s theory is helpful to justify a flexible and student-centered approach for
teaching English.

So, this theoretical review supports the idea that DI is based on the theories which explain
why DI works the best and why it is important for students’ success and fairness in the
classroom.

3. Empirical Review

Differentiated Instruction (DI) has gained attention in English language education field
across the various countries as it tries to address the various needs of learners. Many
studies have been conducted about the practices of DI globally.

Global Context

Rahman (2018) used a mixed- method approach combining surveys and interviews with
secondary level English teachers in Bangladesh found that teachers faced the challenges to
use DI strategies due to professional training and insufficient instructional materials.
Similarly, Tajik, Noor, and Golzar (2024) explored the practice of DI at the college level in
Afghanistan using surveys and interviews with the teachers. They reported that teachers
implemented various methods such as flexible grouping, project-based tasks and modified
texts to address the learners’ diversity but their efforts were hindered due to insufficient
resources and institutional support. Sapan and Mede (2022) in Turkey showed the
effectiveness of DI in promoting academic achievement, motivation and learner autonomy.
The study used tests, interviews, and journal entries to find the outcomes. In the USA,
Pegram (2019) conducted a qualitative case study through interviews with teachers
working with English Language Learners. The teachers took DI as a crucial tool for the
success of English language learning and frequently used scaffolding, visuals and
differentiated questions. However, they mentioned about the lack of sustained
professional development as a main barrier for effective implementation of DI.

Nepalese Context

In the context of Nepal, Joshi (2021) conducted interviews with secondary level English
teachers and found that the teachers were aware of student diversity but they often lacked
a structured approach regarding DI. Different strategies like modified questioning and
ability-based grouping were made occasionally but they were done without consistent
planning or follow-up. Adhikary (2023) gave a more practice focused insight through
classroom observations and interviews in public schools. The study found that teachers
implemented flexible grouping, peer learning and varied tasks but these strategies were
generally implemented inconsistently and informally due to due to a lack of proper training
to the teachers.

Similarly, Baraily and Sherpa (2024) based on interviews with teachers in Morang in a
community school and found DI was primarily used to support weaker students with
individual support, simplified instructions and extra time. They didn’t prepare for DI
implementation ahead of time rather they only did something immediately in the after a
problem arose.

Bhandari at al. (2025) studied at a public school in Rupandehi district stated in their study
that teachers mentioned using question variation, remedial teaching and extra worksheets
to improve the students’ condition. Still, various factors like large class sizes, fixed
curricula and time constraints made it difficult to use DI effectively and systematically in
the English language classroom.

In the case of Nepal, most of available studies have focused on teacher perceptions being
based on the interviews with teachers without directly involving in the observation of the
real classroom practice so DI. Similarly, they have been limited either in the public schools
or the private schools. There is currently no study that has explored actual classroom
practices of DI in both public and private schools within the same research paper that
leaves a significant gap in understanding about how different school contexts can influence
the implementation and effectiveness of DI.

This study tries to address such gaps by examining how English teachers in both public and
private schools in Nepal implement DI strategies in real classroom contexts. Rather than
comparing the two contexts directly, the study will analyze the perceptions, strategies and
challenges in implementing DI practices in both the settings because these two school types
have different systems, resources and teaching environment which may affect the use of DI.
By doing it, it aims to contribute empirical insights which can inform about teacher
training, curriculum design, and policy making for more inclusive and equitable learning
atmosphere.

4. Policy Review

Nepal’s education policies discuss about the importance of inclusive and equitable
education. They say that all children, no matter their gender, economic background,
language or learning needs, should get equal opportunities to learn. The national
curriculum also has stated the ideas like active learning, student-centered teaching and
flexibility. These points are connected with the Differentiated Instruction (DI) principals.
Here are some of the evidences what the policies say and how it is related to DI. Here are
some of the evidences from Constitution of Nepal 2015 (2072 BS).

धारा ३१: शिक्षाको हक:

(१) प्रत्येक नागरिकलाई आधारभूत शिक्षाको हक हुनेछ।
(२) राज्यले आधारभूत शिक्षा निःशुल्क र अनिवार्य बनाउनेछ र माध्यमिक
शिक्षा निःशुल्क उपलब्ध
 गराउनेछ।
(३) अपांगता भएका व्यक्तिलाई सजिलो हुने गरी शिक्षाको व्यवस्था गरिनेछ।

Article 31. Right to Education:

(1) Every citizen shall have the right to basic education.
(2) The State shall make basic education free and compulsory and secondary
education free.
(3) Arrangements shall be made to make education easy and accessible for persons
with disabilities.

धारा ५१ – राज्यका नीति सम्बन्धी

(ज) नागरिकका आधारभूत आवश्यकता सम्बन्धी राज्यका नीति
१. शिक्षालाई वैज्ञानिक, प्राविधिक, व्यावसायिक, प्रयोगात्मक,
रोजगारमुखी तथा जनमुखी बनाई राष्ट्रको हितमा समर्पित, नैतिक,
प्रतिस्पर्धी तथा सक्षम मानव संसाधन तयार पार्ने।
Article: 51 - Policies of the State
(h) Policies relating to basic needs of the citizens:
(1) to prepare human resources that are competent, competitive, ethical and devoted to
national interests, while making education scientific, technical, vocational, empirical,
employment and people-oriented.

शिक्षा प्रणाली अनुच्छेद ५.३.१

"शिक्षा प्रणालीलाई समावेशी, समान पहुँचयुक्त, गुणस्तरीय, जीवनोपयोगी,
रोजगारमुखी र जनमुखी बनाइनेछ।"
Education System: Article 5.3.1
"The education system shall be made inclusive, equitable, quality-based, life-useful,
employment-oriented, and people-centered."

‘’ending all forms of discrimination and oppression created by feudal, autocratic,

centralized, and unitary system. It further commits to embracing multi-caste, multilingual,
multi-cultural, and diverse geographical specificities, by ending discrimination
relating to class, caste, region, language, religion, and gender including all forms of
racial untouchability.’’ (SSDP (2016-23), p. 32).
Even though the policies sound good, they do not always give clear and detailed steps on
how teachers can implement DI in classrooms. This creates the confusion for teachers who
want to implement DI in their classroom but don’t know where to start or what is expected.

One area where policy could be improvised is teacher training regarding DI. Most of teacher
education programs in Nepal do not include full modules or practical lessons about
planning and implementing DI. In-service teacher training sessions and workshops also
separate very less time on this topic. Due to this, many teachers take training without
properly understanding how to adjust the lessons as per the different levels of the students.
Unless the teachers are well-prepared, they are not able to use DI effectively even though
they are highly interested in it.

Another problem is the lack of teaching and learning materials in the school. Education
policy does not ensure about all schools receive different resources they need. DI needs
different kinds of content for different learners like simplified texts, audio- video resources,
visual material. It is very hard for teachers to give meaningful choices or provide help for
students with different needs without these materials.

Some private schools may be able to manage these materials but many public schools,
especially in rural areas are facing serious shortage of them. Policy makers should find this
gap and take appropriate steps to manage necessary support.

This research will try to explore how these policy gaps affect the teachers in the effective
practice of DI. The main goal is to identify practical ideas that can help to improve
education policy in Nepal for supporting fair and inclusive English language learning using
DI.

Research Gap:

Although many studies have discussed about the Differentiated Instruction (DI), there is
very little research conducted in Nepal that looks at how DI is actually used in the real
classroom settings. Most of the researches have been done only asking the teachers about
their opinions without observing the practices what happens in the real classroom. Also,
most of the studies have focused on either public or private schools, not particularly both.

There may be differences in terms of training, resources and teaching styles, environment
in private and public schools. So, it is important to study how DI is used in both contexts.

This research wants to fill such gaps by studying how English teachers in both school types
really perceive and implement DI in their English classrooms and what challenges they face.

Methodology

This chapter provides the methodological framework to support the research about
differentiated instruction in heterogeneous English classrooms in public and private school in
Kathmandu, Nepal. The primary purpose of this research is to explore how differentiated
instruction is conceptualized, planned and implemented in diverse English classroom contexts.
The chapter commences with an analysis of the philosophical assumptions with ontological,
epistemological and axiological perspectives and clarifies the research approach. Then, it
explains about the interpretivist research paradigm that supports the research process. Then, it
describes the qualitative multiple case study design which is selected for an in-depth
examination of two school types in Kathmandu. Similarly, the chapter discusses the research
methods including site and participant selection and the data collection tools used in the study.
The procedures for data interpretation and data analysis method are also discussed. Finally, the
chapter talks about the quality standards employed to make sure about the credibility and
concludes with the ethical considerations for the study.

Philosophical Assumptions

This study is designed by three key philosophical assumptions which are ontology,
epistemology, and axiology. Each of them forms how the reality is understood, how the
knowledge is created and what values influence the research process (Creswell & Poth, 2018;
Lincoln & Guba, 1985).

According to ontological perspective, I will follow a relativist approach understanding that

reality is subjective and created on the basis of individuals and their life experiences,
institutional contexts as well as cultural backgrounds. Therefore, the realities of teachers and
students about differentiated instruction in public and private schools in Kathmandu are seen as
multiple and contextually interrelated rather than universal or fixed. This perspective lets the
study to identify the different experiences and meanings that participants connect to
differentiated instruction. It understands that their views or opinions are influenced by their
different roles, expectations and cultural backgrounds.

Epistemologically, the study matches with constructivism which assumes that knowledge is co-
constructed through interactions between the researcher and participants. Rather than trying
to find the absolute truth, the study sees that the knowledge generated by discussions, thinking
and understanding within the educational context of Kathmandu. I will actively involve with
participants through interviews, observations and focus group discussions analyzing their
experiences within the broader institutional and cultural setting.

Axiologically, the study recognizes that research is influenced by values. My values and cultural
understandings may affect the creation of questions, data collection, and interpretation. It is
important to maintain reflexivity throughout the research process to make sure that findings are
based on the participants’ voices and personal biases are limited. The study is directed by the
principles of respect for participants’ dignity, cultural sensitivity and ethical transparency.

Research Paradigm

My research is based on the interpretivist paradigm which focuses on understanding social

phenomena from the perspectives of those who have experienced them. (Weber, 1949). I will
employ interpretivism as a research paradigm for my study because as per this paradigm, reality
differs from person to person according to their experiences in life. My purpose of the study is
to find the perception, practices and the challenges of differentiated instruction in the context
of private and public schools. I will cooperate the with teachers, listen to their understandings
and try to perceive through their eyes or point of view. Similarly, I will use my own
interpretation along with their understanding for the purpose of creating a deeper insight of
their practices and experiences regrading differentiated instruction in the real classroom.

Method

I will use a qualitative research method to explore the lived experiences and perceptions of
teachers, students and school leaders regarding differentiated instruction (Creswell & Poth,
2018). The method is useful for the collection of descriptive, narrative data that reveal the
strategies, challenges and beliefs held by participants in their own words. This approach helps
to get a deep, contextualized understanding of differentiated instruction as it is practiced in the
classrooms. A qualitative multiple case study design (Yin, 2018). is selected for this study as a
research design. The case study design is ideal for investigating contemporary phenomena
within their real-life contexts. As two schools will be selected for the study, they will be taken as
bounded cases to make an in-depth analysis of practices, policies and cultural influences in both
types of schools. The nature of qualitative design is to offer the flexibility for collection of data.
Similarly, it supports in collecting detailed understanding from many viewpoints. When we use
multiple cases, it lets us for deeper understanding of implementation of differentiated
instruction in both the contexts.

Research Site and Participants

The study will be done at two different schools in Kathmandu. One will be a private school and
another will be a public school. These schools will be selected on the basis of the difference
such as students’ diversity in terms of learning abilities, socio-economic condition and
background of language. Furthermore, the schools’ readiness to take part in the study also will
be taken into consideration.

The participants will be chosen through purposive sampling to guarantee about the concerned
experience about differentiated instruction. The study will have four teachers including two
from each school having at least two years of experience of teaching in mixed-ability
classrooms. Their understanding will offer a real- life view about teaching plan and delivery of
the content. Two head teachers, one from each school, will also be interviewed to get the
broader understanding of school policies, leadership roles and institutional support mechanisms
about differentiation strategy and practices. Similarly, ten students from each school will be
included in focus group discussions about the practices of differentiated instruction in the
classroom. Such students will be selected who represent the diverse genders, abilities and
linguistic groups to capture the varied learners’ experiences in heterogeneous classrooms.

Data Collection Tools

To capture a detailed and varied understanding of differentiated instruction, I will use four
qualitative data collection methods: classroom observations, semi-structured interviews, focus
group discussions and document analysis. As each method has its own quality and purpose,
they help to check the results from different to enhance the accuracy and depth of the findings.

Classroom observations are helpful for the researcher as they can directly witness the
implementation of differentiated instruction strategies in real classroom. The observation
emphasizes on how teachers modify content, process and product to support the diverse
learners’ needs. I will use clear steps based on the important strategies of differentiated
instruction to observe different ways of teaching, student-teachers’ interaction and students’
engagement and patterns of grouping. Similarly, I will take the detailed notes during and
immediately after the observations about how teaching is done and also reflections on things
happening around the classroom.

I will conduct semi-structured interviews with the four selected teachers and two headteachers
regarding the practices of DI. This method is useful for data collection as it guided and at the
same time there will be flexible conversations where the participants can share their
understandings, experiences and challenges related to differentiated instruction. Discussions
with headteachers will examine the school-wide policies, leadership roles and institutional
resources that might affect in the practices of differentiated instruction.

Focus group discussions done with student groups will offer a collective for the students to
share their perceptions and experiences about the implementation of differentiated instruction.
This interactive context can help to encourage the learners to engage in conversation to show
different experiences and opinions about effectiveness of classroom practices of DI to address
their individual learning needs.

Document analysis helps to analyze formal school documents such as lesson plans, curriculum
guides assessment records and teacher reflections. The analysis of these materials will be done
to understand about official conceptualization and inclusion into practices and evaluation.
Document analysis enables to compare the panning in the document and actual practices in the
real classrooms.

Data Interpretation

Data interpretation will begin simultaneously with data collection and continue repeatedly
throughout the research process. I will maintain reflective journals and memo notes to record
emerging impressions, insights and questions. Data from all the sources such as observations,
interviews, focus groups and documents will be carefully compared and contrasted to identify
patterns, consistencies and contradictions. Guided by constructivist epistemology,
interpretation will focus on how meaning is constructed by participants in relation to their
contexts. I will attend both the direct statements and indirect assumption to develop a
comprehensive understanding of how differentiated instruction is conceptualized and practiced.

Data Analysis

Thematic analysis will be employed to analyze the qualitative data, following the six-step
process designed by Braun and Clarke. The initial step involves familiarization with the data
through repeated reading of transcripts and observation notes. Next, initial codes will be
generated to label meaningful data segments. Then, these codes will be organized into
preliminary themes that capture significant aspects related to the research questions. Those
themes will be analyzed and updated to make sure about the internal coherence and clear
difference between the themes. The final steps will be defining and naming the themes and
producing a detailed analytic narrative which will be supported by direct quotations from the
participants. (Braun and Clarke (2006). The analysis will cover the practices from both types of
schools.

Quality Standards
 I will follow the four established criteria to make sure about the rigor and reliability of this
qualitative study which are credibility, transferability, dependability and confirmability
proposed by Lincoln and Guba. These criteria offer a framework to evaluate the quality and
truthfulness of qualitative research with the proper guidance about the processes. (Lincoln and
Guba, 1985 )

Credibility is about the confidence in the honesty and accuracy of the findings. I will engage in a
detailed interaction with the research site and the participants to develop the credibility. It will
allow for an in-depth understanding of the context and as well as minimize the risk of superficial
explanations. Various methods will be used to for the collection of information such as
observation, interview, focus group discussion. Furthermore, member checking will be
conducted by sharing initial findings and interpretations with participants to ensure that their
views have been accurately recorded and described.

Transferability talks about in which the level the findings can be applied or generalized in other
contexts. Because qualitative research does not attempt to make findings to generalize in all
the contexts. The study will offer a detailed descriptions of the setting, people and methods, so,
others can observe if the findings fit in their own situation. These thorough descriptions will
facilitate the readers to make informed judgments about the applicability of the study’s findings
to other heterogeneous classroom environments, particularly those similar public and private
and public schools in Kathmandu.

Dependability is about the research process is reliable and honest over time. To ensure about
this, I will keep transparent and in-depth records of every step he did like how data was
collected and decisions were made during the study process. In this way, others can view and
understand the whole process of the research. I will also mention about any challenges or the
changes that occurred while having the study.

Confirmability explains about the research is fair and the findings come from the participants’
exact responses, not from the research biasness and personal motivations. The use of direct
quotations from the participants in the final interpretation will support the findings strongly in
the data and give evidence for the interpretations. Similarly, the I will ask the other experienced
researchers to check the process and results and avoid any possible bias during the research.

Ethical Considerations

I will act according to ethical rules during the study. I will get permission from the right
committee begore collecting any information. All the participants will be informed what the
study is about, what will happen and their rights about keeping on joining or leaving at any time
without problem. There will be managed a consent form for the adult ones and for children,
parents’ permission will be taken and children will agree, too. Names will be kept confidential
by using pseudonyms and keeping the data safe. The researcher will also pay respect to the
local customs and follow all the rules maintaining the professionalism of research ( Creswell &
Poth, 2018; Lincoln & Guba, 1985).