On the Effectiveness of Differentiated Instruction in the Enhancement of Jordanian Students' Overall Achievement

Autor/inn/en	Magableh, Ibrahim Suleiman Ibrahim; Abdullah, Amelia
Titel	On the Effectiveness of Differentiated Instruction in the Enhancement of Jordanian Students' Overall Achievement
Quelle	In: International Journal of Instruction, 13 (2020) 2, S.533-548 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Instructional Effectiveness; Individualized Instruction; Academic Achievement; Foreign Countries; Second Language Instruction; Second Language Learning; English (Second Language); Middle School Students; Grade 8; Homogeneous Grouping; Experimental Groups; Control Groups; Effect Size; Educational Benefits; Jordan + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Individualisierender Unterricht; Schulleistung; Ausland; Fremdsprachenunterricht; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 08; 8. Schuljahr; Schuljahr 08; Homogene Gruppierung; Niveaugruppierung; Streaming; Bildungsertrag
Abstract	Teachers sometimes fail to give varied teaching instructions that are suitable for a mixed-ability classroom because these instructions do not match students' proficiency levels. The current quasi-experimental quantitative study investigated the effectiveness of differentiated instruction strategies on students' overall English achievement. 60 grade 8 students from 2 different randomly selected schools from Irbid, in Jordan participated in this study. The experimental group (N=30) were taught English following differentiated instruction of homogeneous grouping, tiered assignments and tiered instruction in the areas of content, process and product of the Grade 8 text books with supplementary materials and differentiated reading texts. However, the control group (N=30) were taught english from grade 8 Jordanian English text book, Action Pack following the one size-fits-all method. Following the pre-test/post-test quantitative design, t-test results indicated that there was a statistical significant difference between the experimental and the control group in favour of the experimental group. Moreover, the results showed that differentiated instruction had a sizable effect size in reduction classroom diversity. The researcher recommended implementing differentiated instruction over a longer period and on a larger sample. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01