The Effectiveness of an Educational Program Based on the Differentiated Instruction Approach in Acquiring Mathematical Conceptual Knowledge among Basic Second-Grade Students in Jordan

Abstract

This study aimed to reveal the effectiveness of an educational program based on the differentiated Instruction approach in acquiring mathematical conceptual knowledge among basic second-grade students in Jordan. The study relied on a quasi-experimental approach. The study sample consisted of (58) students from the basic second grade in Hay Nazzal Mixed Basic School in the 2nd semester in scholastic year (2022/2023). They where distributed randomly into two groups; experimental group and control group. To achieve the objectives of the study, the researcher built mathematical conceptual knowledge acquisition test, Validity and reliability of the test were verified. As well as they designed educational program based on the differentiated Instruction approach where validity was verified. The results showed that there were statistically significant differences in the acquisition of mathematical conceptual knowledge between the experimental and control groups in favor of the experimental group due to use the educational program based on differentiated instruction in teaching. The researchers recommended adopting an educational program based on differentiated instruction as a model for developing the mathematics curriculum according to differentiated instruction.