The Effectiveness of Using Tiered Instruction Strategy in Achieving and Developing Analytical Thinking Skills in Science among Eighth Grade Female Students in the Yemeni Schools

Abstract

This study aimed to identify the effectiveness of the Strategy of Tiered Instruction in the achievement and the Development of Analytical Thinking Skills among the eighth grade female Students in the subject of science. The study sample consisted of 60 female students, in the eighth grade in Taiz Governorate. This sample was randomly divided into two groups, the experimental group, selected from ‘14th October School’ and consisted of (30) students, taught using the strategy of Tiered Instruction; and the control group, selected from ‘AlKuwait School’ and consisted of (30) students, taught using the traditional method. To achieve the objective of the study, the researchers designed a teaching material, in accordance with the Strategy of Tiered Instruction, a test for measuring the achievement consisting of 30 items, and a test for measuring the analytical thinking Skills consisting of 20 items. The collected data were analyzed using the statistical program (SPSS). The results of the study showed: there was statistically significant difference at the mean level (a ≥ 0.05), between the mean scores of the experimental and the control groups in the post- application of the achievement test and the analytical thinking Skills test in its sub-domains. The Study came up with a set of recommendations and suggestions that may benefit those concerned with curricula and teaching methods.