The effect of differentiated education on the achievement of students of the first grade teacher’s department in children’s drawings

Abstract

 The current study seeks to identify the impact of differentiated education on the achievement of first-grade teacher students’ achievement in children’s drawings. The first two groups are experimental and the second is control, and the researcher was keen to make a set of equivalences for both groups, in variables such as (age, intelligence, academic achievement), and the researcher was keen to prepare an achievement test in the subject of children’s drawings and extract a set of appropriate psychometric properties of honesty and stability. After that, the experiment was applied to the experimental and control groups, and a post-test was applied in order to reach the following results:

1. The differentiated education strategy has an impact on the achievement of first-grade teacher students in children’s drawings.
2. There is a clear superiority of the members of the experimental group over the members of the control group in the post-achievement test for the subject of children's drawings.