Integrating technology into teaching approaches has become one of the most effective strategies in teaching development. Therefore, this study aimed to investigate the impact of technology-oriented Differentiated Instruction on thirdgrade students' motivation to learn science. In order to achieve the goal of the study, the quasi-experimental approach was used, the motivation scale for science learning was prepared, consisting of (29) items, distributed on four dimensions, which are: the academic dimension, the social dimension, self-organized learning, the challenge and curiosity preference, and an instructional plan was prepared according to the Technology-oriented Differentiated Instruction strategy. The study sample was chosen by the intentional method, as the number of the sample reached (58) students of the third grade at the Al-Hussein Bin Talal University Applied School in Ma'an Governorate, in the first semester of the academic year 2020/2021. Male and female students, who studied using the technology-oriented Differentiated Instruction approach, and the other was a control, consisting of (28) male and female students, who also studied using the regular method. The results of the study showed the effectiveness of technology-oriented differentiated instruction in motivating students to learn science with a significant difference compared to traditional instruction.
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Krishan et al. (2022) studied this question.