The Challenges of Using the Differentiated Instruction Strategy: A Case Study in the General Education Stages in Saudi Arabia

Abstract

The study identifies the most important challenges facing general education male and female teachers in applying the differentiated instruction strategy in different stages of education in the Eastern Province in the Kingdom of Saudi Arabia. To achieve this, the researcher designed a questionnaire consisting of 47 paragraphs on five axes. It was distributed to 275 male and female teachers in Dammam city, after having verified its validity and stability,The results indicate that the degree of the challenge of using the differentiated instruction strategy was medium overall. The challenges related to students were ranked first, followed by challenges related to the school environment, then the nature of the differentiated instruction, challenges related to teachers, and, finally, challenges related to study courses.However, the results were not statistically significant for the variable of the educational stage (primary, intermediate, and secondary), although there were significant differences for the gender variable in favour of males.The study recommends creating a school environment that supports the use of a differentiated instruction strategy and holding workshops for teachers to train them in differentiated instruction activities.

Identifying the differentiation practices of virtual school teachers

“…The current study also showed that even experienced virtual schools may be effective in one area of differentiated instruction yet fail to deliver in others. Other research has shown that obstacles to differentiation may be technological, instructional, administrative, and organizational in nature (Aldossari 2018 ; Doubet 2007 ). Future research should investigate what kind of obstacles may be hindering application of differentiated instruction in the areas of assessment, curriculum, and strategies, as well as considering potential solutions to overcome these obstacles.…”

Differentiated Instruction between Application and Constraints: Teachers’ Perspective

“…For example, Siam and Al-Natour (2016) followed the mixed approach by collecting data using surveys and interviews, while the study of Hobson (2008) used surveys and observations. In general, the majority of those studies (Affholder, 2003;Al-Bultan, 2017;Aldossari, 2018;Good, 2006;Netterville, 2002) agreed with the current study on adopting the descriptive approach using the survey as the main tool for data collection. On the other hand, several other studies (Abanmi, 2018;Abdul Al-Qader, 2019;Abdul Al-Bar, 2018;Al-Rushoud & Nofal, 2017;Al-Ghamdi, 2018;Bayoumi & Al-Jundi, 2018;Halisi & Sharif, 2012) differed from the current study by following the experimental or quasi-experimental approach.…”

“…Among the most prominent obstacles teachers face, Siam and Al-Notour (2016) reported poor administrative support, poor parent support, time constraints and lack of educational resources. In a study carried out by Aldossari (2018) to identify the most important obstacles and challenges facing teachers of public education while applying differentiated instruction, the results indicated that the student individual differences ranked first, followed by challenges related to the school environment, the nature of differentiated instruction, teacher challenges and, finally, challenges related to training.…”

“…Within such a model of education, slow-learners lag behind their peers while the gap keeps widening until they become helpless learners and/or end up dropping school; on the other hand, the advanced students also lose their opportunities to challenge their potentials (Good, 2006). Hence, differentiated instruction has received the attention of educators in many countries as the means to get all learners to their fullest potentials (Aldossari, 2018;Morgan, 2014;Santamaria, 2009).…”

“…According to Tomlinson (2000), differentiated instruction is a process carried out by teachers through reorganizing their classrooms to provide the best possible education for every learner. Learners are engaged through different teaching methods designed to suite their different interests, needs and abilities so that all learners have different ways to access information and express their learning (Aldossari, 2018). As many studies have emphasized (Al-Bultan, 2017;Al-Halisi & Al-Sharif, 2012;Al-Mahdawi, 2014;Al-Raa'i, 2014), this will improve the quality of learning, increase the learners' motivation and achievement, improve their performance levels and help them become creative.…”