EndNote Import
AU - El Masry, Sarra' Majdy
AU - Firwana, Sadek Salem
AB - The study sought to investigate the effect of differentiated instruction on learning English vocabulary and grammar among second graders in UNRWA schools. To attain that purpose, the researcher adopted the experimental approach by purposively using a sample of (79) student who were divided into two groups, (39) students in the experimental group and (40) in the control group selected from Zahret Al Madae'n Prep Co-ed School. The researcher designed (14) lessons using Differentiated Instruction strategies to teach the experimental group, while the traditional method was used to teach the control group during the second semester of the scholastic year (2016- 2017). The researcher prepared two achievement tests (pre & post) to collect data. The data of the study were analyzed using T-test Independent. Effect size technique was used to measure the effect size of Differentiated Instruction strategies on the experimental group. The findings of the study showed that there were statistically significant differences between the mean scores achieved by the experimental group and those attained by the control group in the post application of the vocabulary and grammar achievement test in favor of the experimental group due to the use of the Differentiated Instruction strategies in favor of the post application. The results also showed that there were no statistically significant differences at (α ≤ 0.05) in the total mean score of the grammar and vocabulary post-test of the experimental group attributed to the variable of gender .Therefore, the results of the study revealed that the Differentiated Instruction Strategies was effective in developing students‟ English vocabulary and grammar”. In the light of those findings, the researcher recommends the necessity of using the Differentiated Instruction strategies in teaching English vocabulary and grammar to 2nd graders. Moreover, the researcher suggested that additional research ought to be conducted to explore the effect of the use of the Differentiated Instruction strategies on different English language skills. (Author's abstract) http://search.shamaa.org/abstract_en.gif
OP - I-XIV, 186 p.
T1 - The effect of differentiated instruction on learning english vocabulary and grammar among second graders in UNRWA schools [Thesis / Dissertation]
UL - http://library.iugaza.edu.ps/thesis/122608.pdf Full text (PDF) 1 http://search.shamaa.org/fulltext.gif
AU - Firwana, Sadek Salem
AB - The study sought to investigate the effect of differentiated instruction on learning English vocabulary and grammar among second graders in UNRWA schools. To attain that purpose, the researcher adopted the experimental approach by purposively using a sample of (79) student who were divided into two groups, (39) students in the experimental group and (40) in the control group selected from Zahret Al Madae'n Prep Co-ed School. The researcher designed (14) lessons using Differentiated Instruction strategies to teach the experimental group, while the traditional method was used to teach the control group during the second semester of the scholastic year (2016- 2017). The researcher prepared two achievement tests (pre & post) to collect data. The data of the study were analyzed using T-test Independent. Effect size technique was used to measure the effect size of Differentiated Instruction strategies on the experimental group. The findings of the study showed that there were statistically significant differences between the mean scores achieved by the experimental group and those attained by the control group in the post application of the vocabulary and grammar achievement test in favor of the experimental group due to the use of the Differentiated Instruction strategies in favor of the post application. The results also showed that there were no statistically significant differences at (α ≤ 0.05) in the total mean score of the grammar and vocabulary post-test of the experimental group attributed to the variable of gender .Therefore, the results of the study revealed that the Differentiated Instruction Strategies was effective in developing students‟ English vocabulary and grammar”. In the light of those findings, the researcher recommends the necessity of using the Differentiated Instruction strategies in teaching English vocabulary and grammar to 2nd graders. Moreover, the researcher suggested that additional research ought to be conducted to explore the effect of the use of the Differentiated Instruction strategies on different English language skills. (Author's abstract) http://search.shamaa.org/abstract_en.gif
OP - I-XIV, 186 p.
T1 - The effect of differentiated instruction on learning english vocabulary and grammar among second graders in UNRWA schools [Thesis / Dissertation]
UL - http://library.iugaza.edu.ps/thesis/122608.pdf Full text (PDF) 1 http://search.shamaa.org/fulltext.gif