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dc.contributor.advisorYounes, Rayyaen_US
dc.contributor.authorKhattar, Nour Chawkien_US
dc.descriptionIncludes bibliographical references (p. 60-77).en_US
dc.descriptionSupervised by Dr. Rayya Younes.en_US
dc.description.abstractThe main purpose of this quasi-experimental study was to explore the influence of Differentiated Instructions on students engagement in Mathematics classrooms, their attitudes towards Mathematics and their achievement in Mathematics specifically in the Fractions unit. This study was conducted by using quantitative data methods. They involved an observation checklist during the implementation of Differentiated Instructions, an attitude survey before and after the intervention, and pre and posttests for both the control and intervention groups. The results showed that students average in the control group decreased significantly, whereas the average of the students in the treatment group increased significantly. Moreover, the average of students attitude scale toward Math increase from 3.96 to 4.38. Class observations showed that students in this mixed ability classroom were all challenged, on task, and engaged. Challenges in implementing Differentiated Instructions were identified followed by a discussion of recommendations and implications.en_US
dc.description.statementofresponsibilityby Nour Chawki Khattaren_US
dc.format.extentix, 94 p. :ill., tables ;30 cm +1 CD-Rom (4 3/4 in.)en_US
dc.rightsThis object is protected by copyright, and is made available here for research and educational purposes. Permission to reuse, publish, or reproduce the object beyond the personal and educational use exceptions must be obtained from the copyright holderen_US
dc.titleEffects of differentiated instruction on students' achievement, attitude, and engagement in an upper elementary math classroomsen_US
dc.contributor.departmentDepartment of Education (Curriculum and Educational Management)en_US
dc.contributor.facultyFaculty of Arts and Sciencesen_US
dc.contributor.institutionUniversity of Balamanden_US
dc.rights.accessrightsThis item is under embargo until end of year 2021.en_US
Appears in Collections:UOB Theses and Projects
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