أثر استخدام استراتيجية التعليم المتمايز في تنمية مارة القراءة لدى طالبات الصف الثالث الأساسي من ذوات صعوبات القراءة في مديرية تربيةوتعليم الخليل
Date
2021-01-06
Authors
شيماء ماجد صبري مرقه
Shyma Majed Sabri Maraq
Journal Title
Journal ISSN
Volume Title
Publisher
Al-Quds University
Abstract
This study aimed to reveal the effect of using the differentiated education strategy on improving the academic achievement of third-grade female students with reading difficulties. The researcher adopted the experimental approach and the quasi-experimental design. The participants of the study were 10 (control 5, differentiated education strategy 5) female students of the third grade at Almanara Elementary School, Hebron. The study was conducted through the first semester of the academic year (2020/2021) and it was concluded after 5 weeks.
The researcher prepared and validated a scale for reading difficulties, and educational materials were designed according to the strategy of differentiated education. The data were analyzed using independent t-test and dependent t-test for unrelated and correlated samples respectively.
The average scores of the experimental group students were significantly higher than the control group in the reading difficulties scale and all its dimensions Moreover, the post-application of reading difficulties scale and its dimensions were significantly higher than its pre-application.
Based on the results of the study, the researcher recommended the necessity of preparing a guide containing differentiated teaching skills needed for teachers and the methods for their implementation and generalization to teachers in various educational stages. Besides the research shows the necessity for educational mentors to pay attention to differentiated teaching skills and take them into account when evaluating teachers.
Finally, it is important to direct primary school teachers not to limit themselves to traditional teaching methods and use diverse methods, including differentiated education, as studies have proven its effectiveness in increasing students' academic