Impact of Using the Differentiated Instruction (DI) Strategy on Student Achievement in an Intermediate Stage Science Course

• Main Authors: Najeh Rajeh Alsalhi, Rasha Abdelrahman, Atef F. I. Abdelkader, Sharif Salim Al-Yatim, Mahmoud Habboush, Abdellateef Al Qawasmi
• Format: Article
• Language: English
• Published: Kassel University Press 2021-06-01
• Series: International Journal of Emerging Technologies in Learning (iJET)
• Subjects: attitudes, differentiated instruction strategy, intermediate stage, science achievement
• Online Access: https://online-journals.org/index.php/i-jet/article/view/22303

This study aimed to investigate the impact of using the differentiated instruction strategy on stu-dents ’achievement in an intermediate school course and their attitudes towards it. The study was conducted using a semi-experimental method. Participants were 483 students, split into two groups: empiric (n = 244) and control (n = 239). Achievement tests and questionnaires were used as tools for this study. Data analyzed through the SPSS program. The results indicated that there were statistically significant differences between the groups for the benefit of the empiric group that taught via DI. The results also revealed positive attitudes towards the strategy used. The study recommends that attention to applying the differentiated teaching strategy for teaching science curricula and other textbooks