The impact of curriculum differentiation on learner performance, participation, and engagement among foundation phase learners in rural South African Public schools

Abstract

This study examined the impact of curriculum differentiation on learner performance, participation, and engagement among Foundation Phase learners in rural South African public schools. Despite policy commitments to inclusive education, many rural classrooms continue to implement uniform teaching approaches that inadequately address diverse learner needs, resulting in uneven achievement and limited participation. Guided by an interpretivist research paradigm, the study employed a qualitative case study design to gain in-depth insights into classroom practices and learner experiences. A qualitative research method was adopted, with data collected through semi-structured interviews, classroom observations, and document analysis. The population comprised Foundation Phase teachers in rural public primary schools, from which participants were purposively selected. The final sample comprised 12 Foundation Phase teachers from 4 schools. Data were analysed thematically. The study was delimited to the Vhembe District, Limpopo Province, South Africa. The findings revealed that curriculum differentiation enhanced learner engagement and participation when teachers adapted content and teaching strategies, but inconsistent implementation limited its impact on learner performance. Overall, curriculum differentiation was found to be a viable approach for promoting inclusive learning in the Foundation Phase when adequately supported. The study recommends targeted professional development and improved resource provision to strengthen differentiated practices in rural classrooms. The study contributes to scholarship by providing empirical evidence on how curriculum differentiation is enacted in resource-constrained rural Foundation Phase classrooms and by extending understanding of the contextual factors that facilitate or hinder inclusive pedagogical practices in rural South African schools.