Jordanian Arabic language teachers’ attitudes towards the use of differentiated instruction in teaching

Abstract

This study examines the Jordanian language teachers’ attitudes towards the use of differentiated instruction in teaching Arabic. The study sample consisted of 140 male and female teachers. A questionnaire consisting of 25 items was used to collect data. The study employed the descriptive survey method to analyse the data. The results of the study indicated that the attitudes of Arabic language teachers towards differentiated instruction were generally high, with the mean scores of participants' responses on the questionnaire items ranging between 3.150 and 4.193. The results also revealed statistically significant differences in the mean scores of the participants' responses at α ≤ 0.05 attributed to gender in favour of male teachers whereas there were no statistically significant differences in the mean scores of the participants' responses at α ≤ 0.05 attributed to academic qualification. Also, the results indicated that there were statistically significant differences in the mean scores of the participants' responses at α ≤ 0.05 attributed to experience in favour of those with 4 years of experience or less. The study recommends equipping the educational environment with suitable resources and facilities for differentiated teaching.