فاعلية التعليم المتمايز القائم على الذكاءات المتعددة في تنمية مهارات حل المشكلات التاريخية لدى تلاميذ المرحلة الإعدادية
The current research aims to use differentiated instruction based on multiple intelligences and demonstrate its effectiveness in developing primary stage pupils’ historical problem- solving skills. The research sample consisted of 60 students in the second year of middle school and was divided into two groups, one representing the experimental group and the other representing the control group. The specific unit of the experimental group was taught using differentiated learning based on multiple intelligences, while the unit was taught for the control group in the usual way, and the test of historical problem-solving skills was applied to the students of the two groups, before and after. The results of the research showed that there was a statistically significant difference at the level (0.05) between the mean scores of the students of the experimental and control groups in the post application to test historical problem-solving skills in favor of the experimental group, and there was a statistically significant difference at the level (0.05) between the mean scores of the experimental group in the pre and posttest of historical problem-solving skills in favor of the posttest. (Published abstract)