The degree to which chemistry teachers practice differentiated teaching strategy in teaching from their point of view

Abstract

The problem of the current study was illuminated by the provision of an answer to the following question:
What are chemistry teachers’ perceptions of their degree of practicing the differentiated instruction strategy in
teaching? The time interval of the research was the first semester of the 2020-2021 academic year, and the
population was limited to chemistry teachers at high schools affiliated with Baghdad’s Ministry of Education (Karkh
3rd). The instrument employed in this study was a researcher-made questionnaire comprising 20 items. One hundred
chemistry teachers, consisting of 44 males and 56 females, filled out the questionnaires, and the results were
extracted. The present study elucidated chemistry teachers’ degree of practicing differentiated instruction in high
schools. The results showed that there was not a statistically significant difference (sig. = 0.05) between male and
female teachers. However, respecting the experience variable, it was found that there was a statistically significant
difference (sig = 0.05) between less-experienced and experienced teachers, and this difference was for the benefit of
less-experienced teachers. The author interpreted the obtained results and reached some implications; for example,
enriching the university libraries with the books that are associated with differentiated instruction for more
acquaintance of the academics with the importance of this strategy and holding educational workshops for teachers
to familiarize them with this method, which requires teachers to consider students’ needs due to individual
differences among them. The author also suggests future researchers carry out similar studies to uncover chemistry
teachers’ degree of practicing differentiated instruction from the viewpoints of school supervisors and administers.