أثر استراتيجية تحليل المهمة القائمة على البيداغوجية الفارقية في رفع مستوى تحصيل ذوي صعوبات تعلم الرياضيات
The study aims to measure the impact of the task analysis strategy, based on differential pedagogy, in raising the achievement level of pupils with learning difficulties in mathematics. The study was conducted on a sample of (40) male and female of fifth year primary school pupils. The sample is randomly divided into two groups, control, and experimental groups, each consisting of (20) pupils. To address the problem, the researcher opted for the experimental approach, and to achieve the objectives of the study, the following study tools are adopted: the Diagnostic Assessment Scale for Mathematics Learning Difficulties and the Diagnostic Assessment Scale for Social and Emotional Behavioral Difficulties (Al-Zayyat, 2007), Rationing and Conditioning (Omrani, 2016), Raven's Progressive Coloured Matrices Test for Children and Higher Technicians (Qaddy, 2017), Family Economic and Social Level Questionnaire (Ben Fleis, 2009), Mathematics Achievement Test and Task Analysis Strategy based on Differential Pedagogy (prepared by the researcher). To analyze and interpret the results, the researcher used the following statistical methods: percentages, arithmetic mean, standard deviation, Cronbach's alpha, Pearson's correlation coefficient, Spearman-Brown factor for calculating stability by split-half method, Kolmogoroff-Smirnov and Shapiro -Wilk's test for calculating normality of distribution, Levine's test for testing homogeneity, Eta square coefficient for measuring effect size, Planck's coefficient for adjusted gain, t-test, and one-way analysis of variance, using the Statistical Package for the Social Sciences (SPSS) version 22.The study eventually produced the following results: 1) The task analysis strategy based on differential pedagogy raises the achievement level of students with learning difficulties in mathematics. 2) There are no statistically significant differences in the achievement of students with learning difficulties in mathematics between the mean scores of the experimental group and the mean scores of the control group at the pre-measurement. 3) There are statistically significant differences in the achievement of students with learning difficulties in mathematics between the mean scores of the experimental group and the mean scores of the control group at post-test. 4) There are no statistically significant differences between the experimental group's mean posttest scores in mathematics due to the gender variable. 5) There are statistically significant differences between the experimental group's mean scores on the mathematics post-test due to the school age variable (pre-school age/legal school age. 6) There are statistically significant differences in the performance of students with learning difficulties in mathematics across the four domains of mathematics (number and arithmetic, data organization, space and geometry, quantity and measurement) at post-test. 7) There were no statistically significant differences between the mean scores of students in the experimental group in the post and follow-up measures. (Author’s abstract)