Effectiveness of Differentiated Instruction on Primary School Students’ English Reading Comprehension Achievement

Abstract

This study explores the effectiveness of differentiated instruction strategies on EFL students' English reading comprehension accomplishment on the fundamental level in Jordan. Four classes of (n=118) students of the primary level from 4 different schools were selected. Two levels of grade 4 students (n=59) and two levels of grade 5 (n=59) were divided into two control and two experimental groups. One level of (n=30) students formed grade 5 experimental groups, and one level of (n=29) formed the control groups. Moreover, one level of (n=30) students of grade 4 formed the experimental group, and one level of (n=29) formed the control group. The teachers followed differentiated instruction strategies of flexible grouping, tiered instruction, and tiered assignments in the areas of content, process, and product to teach the experimental group. However, they followed the one-size-fits-all method to teach the control group. Results indicated that employing differentiated instruction was operational in improving EFL students' reading comprehension attainment for grades four and five Jordanian students. The experimental group statistically outperformed the control group. The finding showed that differentiated education reduced classroom diversity.

Rurality and Exclusion in Ordinary Level Mathematics in Zimbabwe: A Document Analysis

“…Examples 7 and 8 above are also too long and wordy, as such, could confuse those students with a weaker comprehension of the English language. The evidence has been shown before from the studies by Bethel (2016), Magableh and Abdullah (2020) and Nurul and Yunus (2020). By implication, students could experience problems in interpreting the question into accurate graphical work.…”

“…I infer that those parents who speak and understand English well have their children better placed for success in mathematics education. A good understanding of the English language helps learners to engage in complex tasks and understand word problems and instructions in textbooks and examinations (Sao, 2008;Musaisia, Nakhanu & Wekesa, 2012;Bethel 2016;Magableh & Abdullah, 2020). In other words, the English language can be a tool for inclusion or exclusion in mathematics education for rural learners (Mtisi & Maposa, 2016).…”

“…The question above is too long and wordy to the extent that the students with a poor command of the English language are more likely to get confused. Eventually, such students would fail to solve the questions in the problem (Magableh & Abdullah, 2020). Aspects of this question on mortgage and amortization of capital are unfamiliar to the students from poor rural backgrounds.…”

The Effect of Differentiated Instruction on EFL Learners: Teachers’ Perspective

“…A sizable number of studies of whose native language is English investigated the effectiveness of differentiated instruction on students' learning like Aftab, 2015;Ashton, 2018;Dixon, Yessel, McConnell & Hardin, 2014;Kotob & Abadi, 2019;Pentimoti, Justice, Yeomans-Maldonado, McGinty, Slocum & O'connell, 2017;Stavrou and Koutselini, 2016;Suprayogi, Valcke, & Godwin, 2017. However, few investigated the effect of differentiated instruction on Jordanian context like Magableh & Abdullah, 2019;Magableh & Abdullah, 2020;Siam & Al-Natour, 2016). Dixon, Yessel, McConnell and Hardin (2014) investigated the relationship between modified instruction in one side and professional development and teachers' efficacy in the other side.…”

“…But for the above-average, the difference is insignificant between the pre-test and posttest following the employment of this process. Magableh and Abdullah (2019) explored the effect of differentiated instruction on 7 th graders' reading comprehension achievement. Through a mixed-method design, the researchers followed the quantitative and the qualitative methods to collect data.…”