Effectiveness of Using Differentiated Instruction in Developing Jurisprudence Skills of Female Intermediated Stage Students

Abstract

This research aimed to recognize the effectiveness of using differentiated instruction in developing Jurisprudence skills of female preparatory stage students. To achieve the aims of the research, the researcher used the experimental approach (with quasi-experimental design), and used the following tools of research: a questionnaire, a test, and a teacher's guide for using differentiated instruction in developing Jurisprudence skills of female preparatory stage students, as well as students' worksheets for using differentiated instruction in developing Jurisprudence skills. The research tools were validated concerning their validity and reliability. The sample of research consisted of female preparatory stage students (second grade preparatory) at Dawadmi region. The results of research revealed that there are statistically significant differences at the (0.05) level, between the mean scores of each of the experimental and the control group in the posttest of the degree of acquiring Jurisprudence skills, in favor of the experimental group. These differences confirm the effectiveness of using differentiated instruction in developing the five Jurisprudence skills: (skills of specifying jurisprudential rulings, skills of jurisprudential ruling inference from legitimate sources, skills of jurisprudential ruling deduction from legitimate sources, jurisprudential ruling explanation skills, and skills of solving jurisprudential issues) of female experimental group students. The research recommended the necessity of using differentiated instruction in teaching Jurisprudence skills at the preparatory stage.