أثر التدريس المتمايز على التفكير الإبداعي و الاستيعاب القرائي في مادة اللغة العربية لدى طلبة الصف الثالث في مديرية تربية لواء معان

Abstract EN

The current study aimed to identify the effect of differentiated instruction on creative thinking and reading comprehension in Arabic language among 3rd grade students in Ma'an directorate of education south Jordan and to determine the differences of this effect on developing creative thinking in reading comprehension skill based on the teaching method variable (differentiated / traditional) and the variable of student's gender (male/female).

the sample included (60) 3rd graders from the schools of Ma'an directorate of education during the first semester of the academic year 2018/2019.

to achieve the goals of the study, a pre achievement test and a post achievement test on reading comprehension were developed and applied after verifying their reliability and validity.

the sample was distributed into two study groups, an experimental one and a control one.

results indicated statistical significant differences at the level α≤ 0.05 in the total score of creative thinking between the two groups and were in favor of the experimental one which indicated the improvement of the experimental group's performance due to the differentiated instruction , and statistical significant differences at the level α≤ 0.05 in the total score of reading comprehension between the two groups in favor of the experimental group which was instructed using the differentiated instruction method.