Abstract

This study sought to determine the significant relationship between student attributes (background knowledge, readiness, interests, and learning profiles) and the teachers’ use of DI elements (content, process, product, and learning environment differentiation) in primary and middle schools of Enjibara and Chagni town administrations of Awi zone, Ethiopia. A total of 364 randomly selected teachers were part of this study. The measurement scale has 27 items, and the Cronbach’s alpha (α) estimates for internal consistency reliability were ranging from .80 to .93. Convergent and discriminant validities of the constructs were established. Standardized factor loadings from CFA were ranging from .65 to .81. The study affirmed that variation in students’ attributes has a strong direct influence on content and learning environment differentiations. Differentiating content has a stronger direct influence on process differentiation. Likewise, process and learning environment differentiations have stronger direct influence on product differentiation. Moreover, mediation analyses showed that variation in students’ attributes has indirect effect on product differentiation via process and learning environment differentiations. Also, process differentiation has fully mediated the influence of content differentiation and partially mediated the influence of learning environment differentiation on product differentiation. In conclusion, this study provides strong evidence on the direct and indirect influence of variation in students’ attributes on differentiated instruction by applying more advanced approach of structural equation modeling. In order to address the student attributes, varying the contents and learning environments need to give priority than varying the process and the product.

摘要

本研究旨在确定 Enjibara 中小学学生属性（背景知识、准备情况、兴趣和学习概况）与教师使用 DI 元素（内容、过程、产品和学习环境差异）之间的显着关系和埃塞俄比亚 Awi 区的 Chagni 镇政府。共有 364 名随机选择的教师参与了这项研究。测量量表有 27 个项目，内部一致性信度的 Cronbach's α (α) 估计值在 0.80 到 0.93 之间。建立了结构的收敛和判别有效性。CFA 的标准化因子载荷范围为 0.65 至 0.81。该研究证实，学生属性的变化对学习内容和学习环境的差异有很强的直接影响。差异化内容对过程差异化有更强的直接影响。同样，过程和学习环境的差异对产品差异有更强的直接影响。此外，中介分析表明，学生属性的变化通过过程和学习环境的差异对产品差异有间接影响。此外，过程差异化完全中介了内容差异化的影响，部分中介了学习环境差异化对产品差异化的影响。总之，本研究通过应用更先进的结构方程模型方法，为学生属性变化对差异化教学的直接和间接影响提供了强有力的证据。为了解决学生的属性，