The Effectiveness of Differentiated Instruction Strategies in Developing the Attitude Towards Mathematics among Eleventh Grade Academic Students

Abstract

   This study aimed to investigate the effectiveness of differentiated instruction strategies in developing attitudes toward mathematics among eleventh-grade academic students at Al-Qadisiyah Secondary School for Boys, affiliated with the Education Directorate in Qasaba Madia District. The study used a quasi-experimental approach on a sample selected using a convenience method. The sample consisted of (46) eleventh-grade academic students, divided into two groups. One group was randomly assigned to be an experimental group consisting of (23) students who studied using differentiated instruction strategies, and the other to be a control group consisting of (23) students who studied using the traditional method. To achieve the study's objective, the researcher developed a scale for attitudes toward mathematics, and its validity and reliability were verified. The results showed statistically significant differences at the level of (0.05) between the averages of students in the experimental and control groups in their performance on the scale for attitudes toward mathematics in favor of the students in the experimental group. The study recommended the necessity of employing differentiated instruction strategies in teaching mathematics by teachers and those involved in the educational process to achieve more of the desired educational goals.

Keywords: differentiated instruction strategies, developing the attitude towards mathematics, eleventh-grade students Academic.