Abstract
This study aimed to investigate the effect of using the differentiated education strategy on mathematics achievement among ninth grade students in Jordan. The number of the study members was (106) male and female students, who were divided into two groups: the first is an experimental group that studied using the differentiated education method consisting of (24 male and 18 female students), and the second is a control group that studied in the traditional way consisting of (39 male and 25 students). The study plan of the experimental group included Geometry unit topics that were designed using the differentiated education strategy. An achievement Exam was done in the Geometry unit and it was judged , The values of honesty and reliability has been calculated, and the results of the study showed that there are statistically significant differences at the level of (α = 0.05) between the students ’grades in Mathematical Achievement due to the teaching method used for the benefit of the experimental group that studied in a method Differentiated Education, and the absence of statistically significant differences at the level of (α = 0.05) between students ’grades in achievement rates attributable to the gender variable, as well as the absence of a statistically significant interaction between the teaching method and gender.
Highlights
The development in the different fields of life has accompanied it with a great development in the educational field which always seeks to develop teaching methods, evaluation and activities in line with the nature of the knowledge content of the subject, and the various levels of knowledge of students, which is reflected positively on the performance of students, and the educational field is considered one of the constantly developing fields The result of dozens of studies and research in all relevant educational fields
The study was applied to 80 students in one of the Gaza schools, the students were divided into two experimental groups that studied differentiated teaching method, and a control group studied in the usual way, and the results showed that there were statistically significant differences in testing mathematical concepts in favor of the experimental group and the presence of statistically significant differences in the inclination scale Towards mathematics in favor of the experimental group
To answer the study's three questions and hypotheses, the researcher used the Two-way analysis of variance for the impact of teaching and gender strategies and the interaction between them on ninth grade students ’achievement in mathematics, where the results were as shown in Table (4) as follows: Table (4)
Summary
The development in the different fields of life has accompanied it with a great development in the educational field which always seeks to develop teaching methods, evaluation and activities in line with the nature of the knowledge content of the subject, and the various levels of knowledge of students, which is reflected positively on the performance of students, and the educational field is considered one of the constantly developing fields The result of dozens of studies and research in all relevant educational fields
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