Challenges of implementing differentiated instruction in teaching Arabic at the primary education stage in Misrata from the perspective of subject teachers

Abstract

This study aimed to identify the challenges of implementing differentiated instruction in teaching the Arabic language at the basic education stage in Misrata City from the perspective of subject teachers. To achieve the objectives of the study, the researcher adopted the descriptive approach using a questionnaire developed by Al-Nasser (2020). The questionnaire consisted of a set of items related to the challenges of implementing differentiated instruction. After ensuring its validity and reliability, the questionnaire was distributed to the study sample, which included a group of Arabic language teachers at the basic education stage in Misrata City (Educational Services Office / Central Misrata), totaling 100 male and female teachers. Their opinions were analyzed to understand their perspectives on the topic. The data was statistically analyzed using the Statistical Package for the Social Sciences (SPSS).

The study revealed several findings, the most important of which was the consensus among Arabic language teachers at the basic education stage in Misrata City (Educational Services Office – Central Misrata) regarding the existence of challenges related to differentiated instruction. These challenges were rated as moderately difficult.