Effectiveness of Differentiated Instruction in Alleviating Math Anxiety in Grade 11, in Ompundja Circuit Oshana Region

Mathematics anxiety is a serious hurdle to the academic success of Grade 11 learners, particularly in the Oshana Region. This study aims to explore the impact of tailored instruction on relieving mathematics anxiety among Grade 11 learners in the region. A quantitative study approach was adopted, and a questionnaire was completed by 95 randomly selected teachers from 20 schools in the Oshana Region. The survey data were analysed using SPSS software, and the results were presented in tables. The efficacy scores for differentiated teaching were classified as very Effective (80% and above), effective (70% to 79%), and poorly Effective (below 70%). The findings suggested that differentiated instruction was seen as very effective in personalised instruction, targeted support and remediation, scaffolded learning, and positive feedback and encouragement. It was also regarded as effective in different instructional tactics, variable pacing, possibilities for mastery and success, emphasis on knowledge and application, collaborative learning, and metacognitive strategies. However, boosting self-efficacy and providing a supportive learning environment were viewed as ineffective. These results illustrate the potential of tailored instruction in alleviating mathematics anxiety among Grade 11 learners in the Oshana Region while also highlighting areas for future improvement. The study provides significant information for educators, policymakers, and stakeholders to strengthen instructional techniques and support learners in overcoming mathematics phobia. Further research is suggested to explore the long-term consequences and specific tactics within individualised instruction that are most effective in lowering mathematics anxiety and fostering good results in mathematics education.