Exploring Secondary School Malay Language teacher's understanding and perceptions of differentiated pedagogy approaches in teaching and learning

Abstract

This study investigates secondary school Malay Language teachers' understanding and perceptions of Differentiated Pedagogical Approaches (DPA) in teaching and learning. As the educational landscape shifts toward 21st-century competencies, teachers face increasing challenges in catering to the diverse needs of students in mixed-ability classrooms. This qualitative study aimed to explore how teachers conceptualise DPA and to identify the perceived benefits and implementation challenges. The research involved twelve secondary school Malay Language teachers from Sarawak, Malaysia, and employed semi-structured interviews, classroom observations, and document analysis. Thematic analysis was used to uncover key pedagogical insights. Findings indicate that teachers perceive DPA as a strategy to promote inclusive and equitable learning. Core themes that emerged include the refinement of daily lesson plans, the importance of sharing best practices, the role of peer mentorship, the development of collaborative teaching cultures, and the enhancement of teacher professionalism. Although DPA is seen as beneficial in promoting student-centred learning, challenges such as limited professional training, resource constraints, rigid curriculum structures, and increased workload were commonly cited. The study concludes by recommending targeted professional development, structured mentorship programmes, and school-wide collaboration to support effective DPA implementation. These insights provide practical recommendations for educators and policymakers striving to improve student engagement and academic outcomes while aligning with national education goals and global inclusive pedagogy trends.