The Effecf of Using a Differentiated Second-graders, Intermediate, in Social Studies and the Development of Their Inferential Thinking
Article Sidebar
Main Article Content
Abstract
The aim of the current research is to identify the role of using differentiated education strategy in the results of the second intermediate grade students in geographic article and development of inferential thinking. For this purpose, we chose three Zero hypotheses, the Randomly check from Al-Zahrawi secondary school for boys, affiliated to the General Directorate of Education, Salah Al-Din – Samarra breeding section . Experimental design was used from two equal groups ( Experimental group and control group) based on the achievement test – two clauses were chosen randomly to sample of 64 students. The first experimental group was conducted according to the differentiated education strategy had 32 students.
The control groups that studied according to the usual method has 32 student too. the two researchers were equaled between the two groups in the changes of age –previous academic achievement in the social studies subject for the first intermediate grade – intelligence lest and inferential reasoning test. The research supplies prepared by the two researchers. Such as determine the scientific subject – from – calculation of behavioral purposes – preparing the teaching plans.
The two researchers made a final test of forty questions ( multiple choice exam ), the apparent honesty was verified and the difficulty discrimination and efficacy factor of the alternative were extracted and a fixed test paragraphs were found to use the alpha – croping equation which reached to ( 0.82 ) in the inferential thinking test the two researchers choose ( Alqubase and Abdallah test 2015 which has 28 questions and after checking its truth and identification of questions and consistency in a alpha – cropang method which reached to ( 0.79 ). The experiment was applied in the first semester and lasted into weeks. After the experiment was completed, the research tools were applied to the two research groups to measure achievement and inferential thinking . The data were statistically processed . the results of the research showed the superiority of the experimental group that was studied according to the differentiated education strategy over the control group that studied in the usual way. A ccording to the results of the research. A set of conclusions were reached a set of recommendations and proposal were presented
Metrics
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
- Abu Zeina, Farid Kamel (2007): Mathematics Teaching Curriculum, Al Masirah House for Publishing, Distribution and Printing, Amman, Jordan.
- Al-Ashqar, Fares (2011): Philosophy of Thinking and Theories in Learning and Teaching (1st ed.), Zahran Publishing and Distribution House, Amman, Jordan.
- Hussein, Abdel Moneim Khairy (2011): Measurement and Evaluation, Academic Book Center, 1st Floor, Amman, Jordan.
- Al-Halisi, Maeed (2012): The effect of using a differentiated education strategy on academic achievement in the English language course for sixth-grade primary students, unpublished Master Thesis, College of Education, Umm Al-Qura University, Saudi Arabia.
- Al-Haidari, Muayad Kazem Raheem (2010): Inferential Thinking among Prep Students and its Relationship with Their Motivation towards Mathematics, Unpublished Master Thesis, College of Education - Ibn Al-Haytham, University of Baghdad, Iraq.
- Rajeh, Ahmed Ezzat (2011): The Origins of Psychology, Dar Al-Manbar, Cairo, Egypt.
- Al-Samarrai, Qusay Muhammad Latif and Al-Badri, Fida Yassin (2016): Teaching His Skills and Strategies, Allam Press for Printing and Publishing, Egypt.
- Saeed, Abdulaziz (2007): Learning thinking and its skills, 1st edition, Dar Al-Thaqafa for Publishing and Distribution, Amman, Jordan.
- Salama, Hassan Ali (2005): Methods of Teaching Mathematics between Theory and Practice, Al-Ghajar House for Publishing and Distribution, Cairo.
- Obeidat, Zoukan and Abu Sameed, Sahlieh (2007): Teaching Strategies in the Twenty-first Century, Teacher’s Guide, and Educational Supervisor, 1st Floor, Dar Al-Fikr, Amman, Jordan.
- Attia, Mohsen Ali (2009): Comprehensive and New Quality in Teaching, 1st edition, Safaa House for Publishing and Distribution, Jordan, Amman.
- Al-Kubaisi, Abdul-Wahid Hameed and Abdullah, Realizing Saleh (2015): Mental Abilities and Mathematics, 1st edition, Anbar University, Iraq.
- Kojak, Kawthar Hussain and Others (2008) Diversifying Teaching in the Classroom, Teacher’s Guide to Improving Teaching and Learning Methods in Arab World Schools, UNESCO Regional Office, Education Office for Arab Countries, Beirut.
- Al-Mashhadani, Abbas Naji (2011): Teaching concepts and skills in mathematics, applications and examples, Al-Yazouri Scientific House, Amman, Jordan.
- Keltara, Fouad Soliman (1976), The Basics of the Curriculum in Formal and Adult Education, Modern Publications House.16- Ali akbari , Mohammad & Jaber Khales Haghighi ( 2014 ) : Effectiveness of Differentiated Instruction in the Enhancement of Iranian Learners Reading Comprehension in Gender Education , International Conference on Current Trends in ELT
- Koeze, Patricia A ( 2007 ) : Differentiated Instruction: the effect on student achievement in an elementary school. Published thesis EdD, Eastern Michigan University .
- Scott, Brian E ( 2012 ) : The Effectiveness Of Differentiated Instruction: In The Elementary Mathematics Classroom, Dissertation, Ball State University .
- Stavroula, Valiande A ( 2011 ) : Investigating the Impact of Differentiated Instruction in Mixed Ability Classrooms, International Congress for School Effectiveness and Improvement .
- Williams, Kimberly Gail ( 2012 ) : The Effect Of Differentiated Instruction On Standardized Assessment Performance Of Students In The Middle School Mathematics Classroom, Dissertation, Liberty University, U.S.A.