The Effectiveness of Differentiated Education Strategies in Developing Critical Thinking Among First Graders from the Perspective of First Grade Teachers in Jordan

Abstract

This study aimed to identify the effectiveness of differentiated education strategies in developing critical thinking among first-grade students from the point of view of first-grade teachers in the Directorate of Education in the Ramtha District. And education for the Ramtha District, which numbered (302) male and female teachers, and a random sample of (170) male and female teachers was selected. The study tool was represented by a questionnaire that consisted of two parts. The first part included demographic data: gender, educational qualification, and experience, while the second part included (22) items. The results showed that differentiated education strategies greatly help in developing critical thinking among students from the teachers' point of view. The results also showed that there were statistically significant differences in the responses of the study sample due to the variable of gender, experience or educational qualification. The study recommended a set of recommendations, the most important of which are: Inclusion in the curriculum on classroom activities based on the use of differentiated education strategies and educational activities that contribute to the development of critical thinking skills because of the importance of these skills in the student's life.

Keywords: differentiated education, first grade teachers, critical thinking.

DOI: 10.7176/JEP/13-19-23

Publication date:June 30^th 2022