فاعلية استعمال التعليم المتمايز في تحصيل مادة التاريخ لدى طالبات الصف الخامس الأدبي
The current research aims to know the effectiveness of the use of differentiated education in the collection of history material among fifth grade literary students. To achieve the research objective, the researcher adopted the experimental method and through verifying the following zero hypothesis: There were no statistically significant differences at (0.05) between the average scores of the experimental group who studied the history of Europe and modern and contemporary America using differentiated education and the average score of the students of the control group studying the same subject (in the traditional way). The current research was limited to female students of the public secondary schools for girls in the General Directorate for the Education of Baghdad Rusafa / First. The sample consisted of (60) female students of the fifth grade literary (30) students for the experimental group, and (30) students for the control group in the secondary school of girls, and the equivalence between the two groups in the variables: (the age of the students calculated months, For parents). The researcher prepared a tool to measure the dependent variable, which was the multi-choice selection test, consisting of (25) paragraphs with the three alternatives. The validity of the test and its stability and the calculation of its cycometric properties were tested. 17/10/2016 to 23/1/2017. The results were used using the T-test. The results showed the following: The students of the experimental group who study the history of Europe and modern and modern America are superior to the students of the control group who study the same subject (in the traditional way) in the achievement test. Differentiated education achieves self-confidence and self-reliance. In addition to the ease of use of differentiated education in an applied manner. Differentiated education also makes the student a focus of the educational process. (Published Abstract)