The Effect of the Differentiated Instruction Strategy on Developing : students’ Cognitive Achievement of the Twelfth Literary Grade in Geography and Retaining it

Abstract

Differentiated Instruction is one of the modern strategies which is going to be investigated in this study in teaching Geography of the twelfth literary grade.

To tackle the problems of this study Two questions are addressed, including:

1- Does Differentiated Instruction have an effect on raising the twelfth literary grade students’ cognitive achievement in geography.

1. Does the Differentiated Instruction have an effect on promoting of Retaining the twelfth literary grade students’ cognitive achievement in geography.

This study aims at the following:

1. Identifying the impact of the strategy of Differentiated Instruction and traditional learning strategy in improving students’cognitive achievement in geography of twelfth literary grade in Chinar high school for girls, located in the centre of Erbil province.


2. Identifying the differences of developing students’cognitive achievement and Retaining achievement in geography for female students in twelfth literary grade for experimental and control groups in both post-tests (Cognitive Achievement test and Retaining Cognitive Achievement test).

The researcher used the experimental research design for two groups: the control group who were taught by using (traditional strategy) and the experimental group of the study who were taught by using (Differentiated Instruction strategy).

In the end the Achievement test was administered to both of the research groups. After passing 14 days, the test of Retaining the achievement was repeated to the same research groups.

The researcher used the the statistical package (SPSS) for analysing data, and in the light of the results of the study, the researcher concluded the following:

1. Using Differentiated Instruction has a greater effect on cognitive achievement than the effect of the traditional strategy.


2. Differentiated Instruction achieved the cooperation principle between teacher and students, and among students themselves while working in groups.


3. The success of the experimental group upon the controlled group instead of keeping of the subject.

4- The results proved that there is an approximation between the first post- and the second post-tests in the experimental group.

1. There is a difference between the results of the first and second post-tests of the controlled group.