Effect of Differentiated Instruction on the Achievement and Development of Critical Thinking Skills among Sixth-Grade Science Students

Mohammad Salih Al-Shehri

Abstract


This study aimed at identifying the effectiveness of using a differentiated instruction-based instructional program in teaching science and developing the academic achievement and critical thinking skills of sixth-grade students in Abha, Saudi Arabia. The study used the experimental method by applying the instructional program on a sample of 50 students, who were chosen purposefully from one school in Abha city. The sample was divided into an experimental group (n=25), which was taught using the differentiated instruction, and a control group (n=25), which was taught using the conventional methods. The researcher developed two tests, an academic achievement test and a critical thinking test to measure students’ performance before and after conducting the instructional program. The results of the study showed an improvement in the academic performance of the experimental group, which received the teaching using differentiated instruction. Students were able to increase their level of critical thinking in science. The study recommended to use this instructional strategy in different school subjects and to train teachers on its implementation in classrooms. 

https://doi.org/10.26803/ijlter.19.10.5


Keywords


differentiated instruction; academic performance; critical thinking; science subject

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References


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