The effect of culturally responsive differentiated instruction approach on students' empathy skills

The aim of this study is to examine the effect of culturally responsive differentiated instruction approach on students' empathy skills and to receive their opinions related to application process and empaty skills. The quantitative dimension of this research, which was designed in an exploratory pattern with a mixed research method, was designed according to the semi-experimental design with non-equivalent pretest-posttest control group. In the qualitative dimension of the research, the case study was used. The research was carried out in two public primary school in the central district of Adana in the spring semester of the 2018-2019 academic year. The study group of the study consists of a total of 99 students, 51 in the experimental group and 48 in the control group, selected by criterion sampling. Quantitative data of the study were collected with the "Empathic Tendency Scale'' and personal information form" which was developed by the researcher. Qualitative data was also collected using a semi-structured student interview form, student diaries, and observation form. Two-way ANOVA for Repeated Measures from parametric tests was used in the analysis of quantitative data. Content analysis was used to determine the opinions of students, who participated in experimental group, about the application process and empathy skills. According to the quantitative findings obtained from the research, it was determined that there was a significant difference between the empathic tendency pre-test and post-test scores of the experimental group students in favor of the post-test. According to the results, it was revealed that the culturally responsive differentiated instruction was effective to developed empaty skills levels of students. In the qualitative findings obtained from the study, it was stated that there was a positive change in the students' perspectives on making friends with students from different cultures, respecting people from different cultures and empathy skills after the application. In addition, it has been concluded that the culturally responsive differentiated teaching practice contributes to students' value development in affective dimensions such as respecting the thoughts of their friends, respecting differences, non-discrimination and getting closer to their friends. The majority of the students provided positive responses about hat the activities were enjoyable and entertaining, contributed to the development of their self-expression, socialization and communication skills, while a small group of students shared negative opinions resulting from the some students did not participate in the activities, there were conflicts among themselves and there was too much noise. As a result, when the quantitative and qualitative findings of the research are evaluated together, it was been shown that culturally responsive differentiated instruction contributes positively to the development of students' empathy skills.