The Effect of using two Strategies of Differentiating Teaching on Developing Climate Awareness for the Students of Geography Department, College of Basic Education- University of Mosul –Iraq

Abstract

The research aims at defining the effect of two strategies of differentiating teaching on developing of climate awareness for the students of Basic Education College /University of Mosul. The population of the research consisted of third year students/geography department/College of Basic Education for the academic year 2012. The sample consisted of (29) students divided randomly into three groups: the first experimental group with (10) students using flexible grouping strategy, the second experimental groups with (9) students using learning contracts. While the control group with (10) students using traditional method. The equivalence between those groups was assured on the following variables: (age, gender, intelligence, and pre-test of climate awareness). In order to measure climate awareness, the researchers used the scale panel of experts in education and psychology to find out face validity of the tool. Reliability was calculated using test-retest and found to be (0.78). The results showed statistically significant difference in favor of the two experimental groups that used flexible grouping and learning contracts strategies. At the end of the research, suggestions and recommendations are presented.