On the Effectiveness of Differentiated Instruction in the Enhancement of Jordanian Students’ Overall Achievement

Magableh, Ibrahim Suleiman Ibrahim; Abdullah, Ahmad Badri

doi:10.29333/iji.2020.13237a

Cited by 43 publications

(55 citation statements)

References 21 publications

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“…Gregory, 2011;Tomlinson, 2000). This lends support to the argument that tiered instruction can enhance the learning of students in mixed-ability classrooms (see also Aliakbari & Haghighi, 2014;Amkham & Chinokul, 2010;García Fonseca & Casallas Gordillo, 2016;Magableh & Abdullah, 2020;Natsir & Asrawiah, 2013;Pasuy Pedroza & Mendieta Aguilar, 2013;Pourdana & Shahpouri Rad, 2017;Suthipiyapathra et al, 2019).…”

Section: Journal Of Educational Issuessupporting

confidence: 53%

“…Tiered instruction has been found to be an effective strategy for classrooms with diverse groups of learners (Bender, 2002;Coil, 2007;Narvaez et al, 2010;Pierce & Adams, 2003, 2004, 2006Turville et al, 2010). In the same line, tiered instruction has also been found to benefit second language (L2) learners in various aspects including overall learning achievement (Magableh & Abdullah, 2020;Suthipiyapathra et al, 2019), listening skill (Pourdana & Shahpouri Rad, 2017), speaking skill (García Fonseca & Casallas Gordillo, 2016), reading skill (Aliakbari & Haghighi, 2014;Natsir & Asrawiah, 2013;Pasuy Pedroza & Mendieta Aguilar, 2013), and writing skill (Amkham & Chinokul, 2010). The majority of these previous studies, however, focused on tiering one or two instructional elements and not all three.…”

Section: Introductionmentioning

confidence: 99%

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How Tiered English Instruction Affects Reading Comprehension of Thai Students in Mixed-Ability EFL Classrooms

White

Vibulphol

2020

JEI

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One challenge teachers have when teaching mixed-ability classrooms is ensuring that each student is appropriately supported and challenged based on their current ability. Tiering is an instructional strategy proposed in the Differentiated Instruction approach to address this issue. This article explores how an English reading course that tiered the content, process, and product affected the reading comprehension of ninth grade EFL students. The three elements were tiered to serve three groups of students—basic, grade-level, and advanced. Two parallel pretest and posttest were used to collect the data. The positive effects of the tiered instruction on the students’ reading comprehension in this study suggest further implementation of tiered instruction in other EFL classrooms. Further research should explore how tiered instruction functions with different learner demographics and in other language skill settings.

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Section: Journal Of Educational Issuessupporting

confidence: 53%

Section: Introductionmentioning

confidence: 99%

How Tiered English Instruction Affects Reading Comprehension of Thai Students in Mixed-Ability EFL Classrooms

White

Vibulphol

2020

JEI

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“…Today's classrooms are diverse and the idea that students learn in different ways is not new (Magableh & Abdullah, 2020). Students differ in various ways and the idea of one-size-fits-all is no longer acceptable in today's classrooms (Dixon, Yessel, McConnell & Hardin, 2014;Tomlinson & Imbeau, 2010).…”

Section: Introductionmentioning

confidence: 99%

“…Separated instruction is not a new philosophy. It has roots to Vygotsky's the Zone of Proximal Development (ZPD) and to Bloom's Taxonomy, (Anstee, 2014;Dixon, Yessel, McConnell & Hardin, 2014;Morgan, 2014;Subban, 2006;Tomlinson & Imbeau, 2010, Magableh & Abdullah, 2020. Vygotsky (1978) states that the ZPD is the distance between what students can do alone without help, and what they can do with the help of adults.…”

Section: Introductionmentioning

confidence: 99%

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

Magableh¹,

Abdullah²

2020

IJARBSS

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The study investigated the effect of differentiated instruction implementation on students' learning and the challenges that face its implementation. The sample consisted of 60 grade 6 respondents randomly distributed into two groups. The experimental group N =(30) was taught English following differentiated instruction strategies of flexible grouping, tiered assignment and tiered instruction in the areas of content, process and product. However, the control group N=(30) was taught English traditionally following the one-size-fits-all method. Moreover, 42 English teachers who were teaching elementary grades from grades 1-9 in one of Irbid districts which is called, Taibeh, distributed in 14 schools, formed the population of the study. Fourteen teachers were interviewed to answer the two questions of the study. The researchers followed a mixed-method design in which both a quantitative method which was a pretest/ posttest and a qualitative method which was a semi-structured openended interview with teachers were used to answer the questions of the study. T-test results revealed that there was a statistical significant difference between the two groups favoring the experimental group. Planning for differentiated activities, the lack of resources and the lack of administration's support were the most common challenges of differentiated instruction's implementation.

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“…It also occurred in the mathematics classroom because the teachers use the same method for all students' type. On the other side, it can be sure that one size teaching instruction can't be fit for all kinds of students (Bondie, Dahnke, & Zusho, 2019;Borja, Soto, & Sanchez, 2015;Magableh & Abdullah, 2020). Today, students with different needs have to stay in the same classroom to gain the same goals in the learning process (Fountas & Pinnell, 2018;Morgan, 2014).…”

Section: Introductionmentioning

confidence: 99%

Differentiated instruction in the mathematics classroom: Teachers’ teaching experience in a teacher professional development

Hidayati

2020

IJTLM

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Differentiated instruction is an approach that can be used to facilitate students with various characteristics and help them to master mathematics in every topic learned. This study describes teachers’ performance in implementing differentiated instruction. In the second secondary school level, thirty mathematics teachers designed mathematics lessons using differentiated instruction in different topics, peer-reviewed, and peer-presented. Implementing the lesson in a real classroom was done while conducting classroom observation to see what works well during the learning process and improve it. Qualitative descriptive method was used to describe the process of research and analyze findings during the lesson through observation and forum group interview. From this process, teachers prepared instruction based on students’ abilities, took into account personal mathematics understanding, and helped students achieve mathematics learning goals. Teachers also learned strategies for helping students learned. Meanwhile, students enjoyed the learning process through their different ways of learning.

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On the Effectiveness of Differentiated Instruction in the Enhancement of Jordanian Students’ Overall Achievement

Cited by 43 publications

References 21 publications

How Tiered English Instruction Affects Reading Comprehension of Thai Students in Mixed-Ability EFL Classrooms

How Tiered English Instruction Affects Reading Comprehension of Thai Students in Mixed-Ability EFL Classrooms

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

Differentiated instruction in the mathematics classroom: Teachers’ teaching experience in a teacher professional development

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