Journal of Education & Social Policy

The Effectiveness of Using Differentiated Education Strategy in Developing the Literacy Skills of the Seventh Grade Students in English at Public Schools in Jordan
Dr. Mona Smadi, Dr. Amaal Al Masri

Abstract
The study aimed to identify the effectiveness of differentiated education strategy in the development of literacy skills of seventh grade students in English at public schools in Jordan. The problem of the study was identified in the following main question: What is the effectiveness of the differentiated education strategy in developing the reading and writing skills of seventh grade students in English Language? In this study, the researchers used the experimental method; the study population consisted of seventh grade students in the public schools at Wadi Al-Seer directorate of education during the academic year 2016/2017. The study sample consisted of (140) male and female seventh grade students at Marj Al-Hamam Basic School for Girls and Al Baraa Secondary School for boys , distributed to two groups: one experimental (70) students and control (70) students. The study tools were a test to measure literacy skills and the researchers adjusted the independent variables, then the reading and writing test was applied to a pilot sample from outside the study sample. After the experiment was carried out for (5) weeks, with (10) periods weekly, the two groups were subjected to reading and written tests. The researchers used the T- test for two independent samples to determine the effect of the differences between the two groups. The results were as follows: There were statistically significant differences at (α=0.05) between the average of the students of the experimental group (who are studying through the differentiated education) and the average score of the students in the control group (who study through regular education), in favor of the experimental group. The study came out with some recommendations.

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