Abstract:

The aim of this study is to improve the skills of 7th grade students to understand time and chronology with differentiated instruction in social studies course. The quantitative part of the research, which was designed in an explanatory design with the mixed research method, was carried out with a quasi-experimental design when the qualitative part was carried out by keeping the student diaries and conducting face to face interviews. There were 30 students in the experimental group and 24 students in the control group of the study. The quantitative data of the study were collected with the skill test of understanding time and chronology, and the qualitative data were collected with unstructured student diaries and semi-structured interview form. In the quantitative analysis of the study, correlated sample t-test Wilcoxon signed rank test and Mann Whitney U test were used. The analysis of qualitative data was carried out through content analysis. According to the quantitative analysis results, it was concluded that the significant difference was in favor of the post-test. Qualitative analysis results revealed that differentiated instruction created cognitive and affective effects on students.

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