أثر برنامج تدريبي مستند إلى التعليم المتمايز في التحصيل في مادة الرياضيات والاتجاهات نحوها لدى طلبة الصف الثالث ذوي صعوبات في المدارس الحكومية في الأردن
This study aimed at identifying the effect of a training program based on differentiated instruction on mathematics achievement and attitudes toward it among 3rd grade students with learning disabilities in public schools in Jordan, The study sample consisted of (70) students from 3rd grade students at (6) public schools which followed to Jarash education directorate in scholastic year (2018/2019). The study sample were equally distributed to the control and experimental groups. To achieve the study goals mathematic achievement exam and observation card for attitude toward mathematic where built, as well as the training program based on differentiated instruction for teachers of 3rd grade students with learning disabilities in the experimental group where built, the researcher guaranteed the study tools validity and reliability. The results indicated that there are statistically significant differences in the total score of mathematic exam and in the total score of attitudes and its all dimensions between the experimental and control groups in favor to experimental group which is attributed to the training program. As well as the result indicated that there are statistically significant differences in the total score of mathematic exam between the post measure and follow measure among students in the experimental groups in favor to follow exam, and there are statistically significant differences in the total score of attitude, the trust and enjoyment dimension between the post measure and follow measure among students in the experimental groups in favor to follow exam, while there are no statistically significant differences in the value and motivation dimension between the post measure and follow measure among students in the experimental groups. the researcher recommended developing a program that might train teachers on using suitable strategies that may develop students with learning disabilities character in addition to increasing opportunities for continuing professional training for teachers in the basic stage and measuring the impact of the training on students in the classroom. (Author’s abstract)