شبكة المعلومات العربية التربوية

The present study aims at exploring the effect of using differentiated learning strategy in teaching mathematics on the achievement of the second primary grade students in the unit of relative numbers (figures). The study aims also at improving self-concept (academic dimension) of the students. The sample of the study consisted of (95) second primary students, selected randomly from Hajjah city and distributed on two groups: one of which represented the experimental group that the number of the subjects in this group was (48); while second group represented the comparable group that the number of the subjects in this group was (47). The experimental group was taught using the differentiated learning strategy while the other group (comparable group) was taught normally like the students at the other schools of the city. Data was collected through two instruments: the first one was the achievement test whose validity has been checked previously by the standards table and also by a group of the specialists in the field, while its reliability has been checked by Cronbach alpha scale which scored (0.87). The second data collection instrument was Arabized Borris- Harris scale to measure self-concept (academic dimension) that its validity has been checked through measuring the internal validity as well as the validity of its contents by some validators. The reliability was also measured by Cronbach alpha scale which scored (0.76). Data was computed using t-test. The study results have proven that the use of the differentiated learning strategy in teaching mathematics has a strong effect on the achievement of the second primary grade students. The study also has accomplished the self-notion (academic dimension) of the students as well. (Published abstract)