فعالية استخدام استراتيجية التدريس المتمايز في تنمية التحصيل الدراسي في مقرر طرق التدريس الخاصة وبقاء أثر التعلم لدى طالبات جامعة القصيم
The present study aimed at detecting the effective use of differentiated instruction strategy in the development of Academic achievement in the special teaching methods course and the impact of its learning existence among the students at College of Education in Qassim University. In order to achieve that, (40) female students of the Faculty of Education in the summer semester (393), were divided into two groups, the control group of (N=20) students studying the course in the traditional way, and the experimental group of (N=20) students studying using a differentiation teaching strategy. The researcher used a test to measure the level of student achievement in the special teaching methods. The test was administered for both groups. The same test was applied for the two groups after three weeks to identify the impact of learning. The study reached the following results: There were statistically significant differences at the level of (0.01) between the mean scores of the experimental and control groups in the post-test in favor of the experimental group, and the size of the effect was significant. There were also statistically significant differences at the level of 0.01 among the average scores of the experimental group in the pre- and post-test applications, in favor of post-Testing. There were also statistically significant differences at 0.01 level between the mean scores of the experimental and control groups in the delayed application of the experimental test for the benefit of the experimental group. The effect degree was significant, and the results in general confirmed the effectiveness of the instruction strategy that distinguished the development of academic achievement in the special teaching methods. All values of the minimum earnings ratio are acceptable for effectiveness. (Published abstract)