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All Journal International Journal of Evaluation and Research in Education (IJERE)
Amelia Abdullah
Universiti Sains Malaysia
Education

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Differentiated instruction effectiveness on the secondary stage students’ reading comprehension proficiency level in Jordan Ibrahim Suleiman Magableh; Amelia Abdullah
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 1: March 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i1.21971

Abstract

Differentiated instruction (DI) is a teaching approach involves several strategies in which teachers adapt, modify, adjust and change instruction to respond to students’ diverse individual needs in heterogeneous classrooms. The study aimed at exploring the effectiveness of DI on secondary stage students’ proficiency level. The study followed the quantitative quasi-experimental design in which data were collected from the pre/post achievement tests administered at the initiation and the completion of the intervention. A total of 80 grade 11 students from both genders participated in the study. A number of (N=40) males and (N=40) females from four public schools in Jordan were distributed into (N=40) for the experimental group and another (N=40) from both genders for the control groups. The experimental group received education using DI strategies of homogeneous groups, tiered assignments and tiered instruction in the areas of content, process, product and learning environment. Conversely, the control groups received education through the one-size-fits-all method. Analysis of covariance (ANCOVA) results showed that DI affected reading comprehension scores positively, and the respondents of the experimental groups outperformed their counterparts of the control group. Moreover, the above-average respondents statistically outperformed the other proficiency levels. However, the findings indicated no statistically significant difference related to gender.
The effect of coupled inquiry-5E in enhancing the understanding of Meiosis concept Nooraida Yakob; Kelvineh Kaliun; Ahmad Muslihin Ahmad; Rabiatul-Adawiah Ahmad Rashid; Amelia Abdullah
International Journal of Evaluation and Research in Education (IJERE) Vol 9, No 1: March 2020
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (378.759 KB) | DOI: 10.11591/ijere.v9i1.20393

Abstract

The purpose of this study is to investigate the effectiveness of coupled inquiry-5E approach on the understanding of meiosis concept among pre-service teachers. The research design of this study is one-group design with a pre-test -post-test-delayed post-test. A total of 31 pre-service teachers from one public university involved in this study. An instrument, Meoisis Conceptual Test with 19 items was used. Data was analysed using One Way Repeated Measure ANOVA. The result showed that there is a statistically significant effect for time, Wilks’ Lambda =.80, F (2,29) = 3.65, p<.05, multivariate eta squared = .20. From the analysis, it can be concluded that there is a statistically significant effect for time. Thus, this finding showed that couple inquiry learning approach has an effect on enhancing meiosis understanding among pre-service teachers. From this study, it is suggested that couple inquiry learning approach is a good method to be used in learning abstract concept such as meiosis.
Co-Authors Ahmad Muslihin Ahmad Ibrahim Suleiman Magableh Kelvineh Kaliun Nooraida Yakob Rabiatul-Adawiah Ahmad Rashid