أثر استخدام استراتيجية التعليم المتمايز في تنمية مهارات الغناء المدرسي لدى تلاميذ المرحلة الابتدائية

Abstract EN

This study aimed to identify the effect of using a differentiated instruction strategy in developing school singing skills among primary school pupils.

The research group consisted of 30 male and female pupils for both experimental and control groups.

Where the semi-experimental approach was used because it regulates the treatment of independent and dependent variables, where specific and organized adjustments are made in the independent variables of the experiment and it is assumed that it leads to a change in dependent variables by way of pre-and post-sequencing measurement to suit the nature of the current research.

A list of school singing skills and a note for school singing have been prepared, and these are the research tools.

Various strategies of differentiated instruction were used, and research tools were applied to the research group.

Where the results demonstrated the presence of statistically significant differences between the mean scores of the members of the control group and the degrees of the members of the experimental group on the note card of school singing skills and their dimensions in the telemetry measurement in favor of the experimental group.

The results also demonstrated that there were no statistically significant differences between the mean scores of the experimental group members on the note card for school singing skills and their dimensions in the first and post-second track measurements.

This confirms the effect of using a differentiated education strategy in developing school singing skills among primary school students.

The recommendations of this study came to the necessity of applying and using the differentiated instruction strategy at all educational levels.