Differentiated Instructions effect on Academic Achievements of Level 2 English Students. A Case on Iraq Public Sectors Universities

Abstract

We value the English language because it makes communication easier. All around the world, it is the major language used to learn any subject. Students need to learn English because it helps them think critically, grow emotionally, and improve their quality of life by providing access to job opportunities. Since the First World War, Iraq's educational system has mandated that English be taught and learned. Males and females learn and manage behavior differently. The current study's goal is to ascertain the impact of differentiated education on students' performance in English at public universities in Iraq. For this reason, a simple random sampling strategy was used to perform the study on 200 level 2 English students (100 males and 100 females). The English accomplishment test served as the research instrument for the quasi-experimental study. Pre-test and post-test data analyses were conducted using descriptive and inferential statistics. The findings show that when students received differentiated instructions, their academic success in the English subject was unaffected by their gender. This study could be regarded as a pioneering study that could aid other researchers in conducting their research in various nations with different conclusions. The research findings may contribute to a body of knowledge for differentiating instruction and serve as a platform for future research.