Title: Challenges of differentiated instruction in mixed-ability classrooms under Uganda's CBC
Authors: Dr. Arinaitwe Julius, Musiimenta Nancy, Akampurira Sarah
Volume: 10
Issue: 6
Pages: 243-252
Publication Date: 2026/06/28
Abstract:
Uganda's rollout of the Competence-Based Curriculum (CBC) at the lower secondary level placed renewed emphasis on learner-centered pedagogy, including differentiated instruction (DI) as a strategy for responding to mixed-ability classrooms. However, anecdotal reports from secondary schools suggest that teachers continue to struggle with implementing DI under conditions of large class sizes, limited training, and resource constraints. This study examined the challenges of differentiated instruction in mixed-ability classrooms under Uganda's CBC, using a cross-sectional analytical design among a simulated sample of 312 lower secondary school teachers drawn from urban and rural schools. Data were analyzed using univariate, bivariate (chi-square), and multivariable binary logistic regression techniques in line with the study's specific objectives. Findings showed that 62.5% of teachers reported a high level of challenge in implementing differentiated instruction. Bivariate analysis revealed statistically significant associations between high challenge levels and school location (p=0.001), class size (p=0.001), and prior training in DI (p=0.021), while teacher experience and subject area were not significantly associated. Multivariable logistic regression confirmed that teachers in rural schools (AOR=2.40, 95% CI: 1.46-3.92), those handling classes of more than 70 learners (AOR=2.88, 95% CI: 1.39-5.95), and those without DI-specific training (AOR=2.09, 95% CI: 1.25-3.48) had significantly higher odds of reporting high implementation challenges, after controlling for teacher experience and subject area. The study concludes that structural and capacity-related factors, rather than individual teacher experience, are the dominant drivers of differentiated instruction challenges under Uganda's CBC. It recommends targeted in-service training in DI, deliberate class-size management policies, and increased investment in instructional resources for rural and high-enrolment schools.