Victor Pangani Phiri, Wezi Kancheche Banda, Modester Simwaka Malisita, and Martin Elifala, Nalikule College of Education, Malawi

This paper investigated the effectiveness of Open distance and e-learning (ODeL) instruction in Malawi’s Open Secondary School (OSS). Employing Technology, Pedagogy and Content Knowledge framework and concurrent mixed methods, the study sampled six OSS, involving 6 head teachers, 6 ODeL coordinators and 24 teachers. Differentiated instruction is credited for enhancing student’s motivation, performance, and self-efficacy. However, findings indicated over-reliance of teacher-centered methods. Eighty-six percent of coordinators and 72% of teachers attached this to overcrowded classes and limited contact time. The study underscored the necessity to integrate technology into differentiated instructions to address these constraints. In response to the challenges, Competence and Material in Differentiated Instruction framework was developed to advance use of technology in differentiated instruction. It is envisaged that the developed instructional framework would revolutionize the existing OSS instructional practices in open schools. This initiative aligns with Regional ODL Strategic Plan 2022–2030 and Malawi Vision 2063, promoting inclusive, self-reliant national development through effective education reform.

Effectiveness, OSS, TPACK model, differentiated instruction, COMADI framework