摘要：Teachers sometimes fail to give varied teaching instructions that are suitable for amixed-ability classroom because these instructions do not match students’proficiency levels. The current quasi-experimental quantitative study investigatedthe effectiveness of differentiated instruction strategies on students’ overall Englishachievement. 60 grade 8 students from 2 different randomly selected schools fromIrbid, in Jordan participated in this study. The experimental group (N=30) weretaught English following differentiated instruction of homogeneous grouping,tiered assignments and tiered instruction in the areas of content, process andproduct of the Grade 8 text books with supplementary materials and differentiatedreading texts. However, the control group (N=30) were taught english from grade 8Jordanian English text book, Action Pack following the one size-fits-all method.Following the pre-test/post-test quantitative design, t-test results indicated thatthere was a statistical significant difference between the experimental and thecontrol group in favour of the experimental group. Moreover, the results showedthat differentiated instruction had a sizable effect size in reduction classroomdiversity. The researcher recommended implementing differentiated instructionover a longer period and on a larger sample.
