أثر استخدام استراتيجية التعليم المتمايز في تنمية التحصيل الدراسي في مقرر العلوم للمرحلة الابتدائية
The study aims at measuring the effect of using differentiation instruction on the development of the academic achievement of the fifth grade students in a science course for the academic year 1437-1438H. An experimental design was used on a sample of 118 female students divided into four groups, two groups, included thirty students per group, in two schools that were taught using the differentiation strategy by teachers who received a training program about differentiation strategy, twenty nine students in each group for each school were taught in the traditional way. Pre and post-treatment design was adopted to measure students’ achievement levels; at the levels of (knowledge, comprehension, and application), as well as the ANCOVA test. The results showed that there were statistically significant differences between the mean scores of the experimental group (studied with differentiation strategy) and the control group students (taught using the traditional way) in the post-test of the experimental test for the experimental group. The study recommends emphasizing the importance of using differentiated instruction in science teaching which suits the nature of the developed science curricula and the role of DI in engaging the student in the learning processes. (Published abstract)