The Degree to Which Arabic Teachers in Jordan Practice Differentiated Instruction Skills

Abstract

The study aimed at investigating the degree to which Arabic teachers in Jordan practice differentiated instruction skills and whether there were statistical significant differences in their practices according to the variables of qualification, and years of experience. To achieve the aims of the study, a differentiated instruction skills scale was used, consisting of (24) items distributed into four domains: content, process, product, and assessment differentiations. The sample of the study consisted of (352) Arabic teachers from the directorate of education of Kasbat Irbid during academic year 22022/2023, selected by the available method. The results of the study revealed that the degree of Arabic language teachers’ practice of differentiated instruction skills in Jordan is moderate, where the process came firstly followed by product, followed by evaluation and lastly content domains,  and the results of the study also showed that there were no statistically significant differences in the degree of Arabic teachers’ use of differentiated instruction skills on the scale as a whole, and on each of its domains according to the variables of qualification, and years of experience.