Teachers’ Knowledge and Application of Differentiated Instruction in Mixed-Ability Classrooms in Edo State

This study investigates teachers' knowledge and application of differentiated instruction in mixed-ability classrooms in public secondary schools in Edo State, South South Nigeria. Mixed-ability grouping is the default arrangement in most Nigerian public schools, yet teachers are rarely equipped to adapt instruction to diverse learner needs within a single classroom setting. The study uses a descriptive survey design, sampling 290 teachers from secondary schools in Benin City, Etsako West, and Owan East local government areas. Data were collected using a differentiated instruction knowledge test and a classroom observation checklist. Descriptive statistics and Pearson correlation were used for analysis. Carol Ann Tomlinson's Differentiated Instruction Model provides the theoretical framework. The study assesses teacher awareness of tiered assignments, flexible grouping, learning centres, and compacting as differentiation strategies, and examines the extent to which these are applied in actual classroom settings. Findings are expected to reveal a significant gap between teachers' reported knowledge and observed instructional practice. Contributing barriers, including large class sizes, insufficient preparation time, and limited professional development, are also explored. Recommendations are directed at the Edo State Teaching Service Commission and teacher training institutions on restructuring pre-service and in-service programmes to prioritise differentiated instruction competencies. The findings provide actionable guidance for improving the responsiveness of classroom teaching to learner diversity in South South Nigeria, and support curriculum reform discussions in teacher education departments. Keywords: differentiated instruction, mixed-ability classrooms, secondary schools, Edo State, teacher knowledge