The Effect of Technology-Oriented Differentiated Instruction on Motivation to learn Science

Abstract

Integrating technology into teaching approaches has become one of the most effective strategies in teaching development. Therefore, this study aimed to investigate the impact of technology-oriented Differentiated Instruction on third-grade students' motivation to learn science. In order to achieve the goal of the study, the quasi-experimental approach was used, the motivation scale for science learning was prepared, consisting of (29) items, distributed on four dimensions, which are: the academic dimension, the social dimension, self-organized learning, the challenge and curiosity preference, and an instructional plan was prepared according to the Technology-oriented Differentiated Instruction strategy. The study sample was chosen by the intentional method, as the number of the sample reached (58) students of the third grade at the Al-Hussein Bin Talal University Applied School in Ma'an Governorate, in the first semester of the academic year 2020/2021. Male and female students, who studied using the technology-oriented Differentiated Instruction approach, and the other was a control, consisting of (28) male and female students, who also studied using the regular method. The results of the study showed the effectiveness of technology-oriented differentiated instruction in motivating students to learn science with a significant difference compared to traditional instruction.