أثر التدريس المتمايز في الصف المعكوس في دافعية طالبات الصف العاشر للتعلم في مبحث العلوم الحياتية واتجاهاتهن نحوه
This study examined the impact of using the differentiated instructional approach of the flipped classroom on tenth-grade female students’ motivation to learn biology and their attitudes towards this instructional method. The study was conducted during the first semester of the schooling year 2018/2019 on the students at Al-Nahda Islamic Kg and Schools in Az-Zarqa, Jordan. The study applied the Semi-experimental approach on a population of (49) female students of tenth grade. The two groups were randomly appointed to experimental and control groups. The first group was the experiment group which included (25) female students who were taught by the Differentiated Instruction in the Flipped Classroom. The second group was the control group which included (24) female students whom were taught using the traditional method of differentiated instruction. To achieve the objectives of the study, two questionnaires where developed to collect data in order to answer the study questions. The first questionnaire aimed at measuring the motivation of students to learn biology, while the second questionnaire aimed at measuring their attitudes towards the differentiated instruction in the Flipped Classroom. Furthermore, the validity and the reliability of the study materials have been verified using the conventional scientific method. Findings of the study revealed no significant statistical differences at the level of (α ≤ 0.05) in the participants’ motivations in learning Biology due to the Different differentiated Instructional strategies used in the Flipped Classroom. On the other hand, there were statistically significant differences variation at the level of (α ≤ 0.05) in the participants’ attitudes towards using the Differentiated Instructional approach of the Flipped Classroom in the learning biology in favour of the experiment group. (Author's abstract)