THE EFFECTS OF DIRECT AND INDIRECT INSTRUCTION ON STUDENTS
ACHIEVEMENTS IN MATHEMATICS
COTABATO FOUNDATION COLLEGE OF SCIENCE AND TECHNOLOGY
Doroluman, Arakan, Cotabato
In Partial Fulfillment of the Requirements for the Degree of
BACHELOR OF SECONDARY EDUCATION
Major in Mathematics
CRISTIE A. MARCELINO
DONNA MAE T. SAYAGO
February 2014
Chapter 1
THE PROBLEM
Background of the Study
Mathematics has been considered a necessary part of general education and has
become a required subject in the curriculum across instructional levels. In addition to
general education, Mathematics contributes to more specialized education of various
professionals like scientist, accountants, statisticians, engineers and other professions
which rely heavily on accurate measurements and quantification in order to understand
better the studies they are conducting (Salandanan 2006).
Regarding with this required subject, there is a widespread concern over the
standard of education and with the used of instructions, most especially to the effect on
the performance of students in Mathematics. Several approach in teaching and learning
mathematics have been designed at one point on the other, some of these teaching
approaches are systematic and direct instructional strategies.
Statement of the problem
This study was purposely made in order to answer the following question:
a. What is the effect of direct and indirect instruction among Marciano Dahan
High School students’ achievement in Mathematics as measured by their pre-test
and post-test scores in the Mathematics Achievement Test
b. To what extent is gender a factor in the effects of direct and indirect instruction
strategies on Mathematics achievement of subjects as measured by their post-test
scores in the Mathematics Achievement Test (MAT)?
c. Is there a significant difference between direct and indirect instruction on
Marciano Dahan High School students’ performance in Mathematics?
Hypothesis
There is no significant difference between Direct and Indirect Instruction in
teaching Mathematics
Significance of the study
Finding of this research may serve as basis of ascertaining the efficacy of
Systematic and Direct Instruction in teaching Mathematics. This could also encourage
them if they will continue executing these approaches or find new approaches for
cultivating the teaching-learning capabilities of both teacher and students.
Scope and delimitation
This study focused only on the effects of Direct and Indirect instruction in
teaching Mathematics. The respondents of the study were the officially registered
students of Marciano Dahan High School.
Chapter 2
REVIEW OF RELATED LITERATURE
According to Wikipedia (2010), direct instruction strategy is an educational
technique that challenges the mantras of modern bureaucrats and shows that even the
most disadvantaged children can excel if only the school will teach them. He described
direct instruction as a rigorously developed, highly scripted method of teaching that is
fast-paced and provides constant interaction between student and the teacher. Moreover,
Gagnon and Maccini (2011) posit that direct instruction is a specific method of teaching
that focuses on what to teach in respect to the design of the curriculum and how to teach
which focuses on specific teaching techniques.
Direct instruction has six teaching features which include review of previous
learned skills and homework; presentation of the general principles of the new materials
in a clear and organized manner; guided principles of the new lesson taught with the
supervision of the teacher; correction and feedback to reduce students’ errors;
independent practice to monitor performance and provide additional explanation or re-
teaching as needed and weekly or monthly reviews for addressing and maintenance of
skills acquired by the students (Rosenshine and Steven, 1986; Rosenshine, 1996; Gagnon
and Maccini, 2011).
Other studies on direct instruction found that it was used in Elementary schools
and the effect of it was evident on 9 th Grade where students are still one year ahead of
children who has been in control (non-direct instruction) school in reading and in seven
months ahead of control children in Mathematics where students taught with the method
out-perform the children who had received traditional method of instruction. Darch,
Gersten and Taylor (1987) and Meyer, Gersten and Gutkin (1883)also found that the
students taught with direct instruction method have higher rates of graduating high
schools on time, lower rates of dropping out and higher rates of applying and being
accepted into college.
However systematic instruction is a detailed instructional approach in teaching
with teachers guided students through a defined instructional sequence. Within
systematic instruction, students learn to regularly apply strategies that effective learners
use a fundamental part of mastering concepts.
Systematic instruction focuses on teaching students how to learn by giving them
tools and techniques that efficient learners use to understand and learn new material or
skills. Systematic instruction, sometimes called “strategy instruction”, refers to strategies
students learn that help them integrate new information with that is already know in a
way that make sense and be able to recall the information or skill later, even in a different
situation or place. Typically, teachers model strategy use for student including thinking
aloud through the problem-solving process, so students can see when and how to use a
particular strategy and what they can gain by doing so (Steedly et al. 2008).
Systematic instruction is particularly helpful in strengthen essential skills such as
organization and attention and often includes: instructional delivery components;
appropriate pacing; adequate processing time; monitor and responses; frequent students’
responses; provide feedback (Wikipedia 2010).
The relationship between explicit and systematic instruction becomes clear. The
teacher is leading the instructional process through continually checking in,
demonstration, and scaffolding/extending ideas as students build understanding.
Conceptual framework
This study was attached on the idea that implementing systematic and direct
instruction in teaching Mathematics be an effective approaches on the academic
performance of the students.
Research paradigm
In this study, the students’ performance is the dependent variable since its output
depends on the strategy that was executed and the independent was the Systematic and
Direct Instruction Approach.
Independent Variable Dependent Variable
Systematic
and Direct Students’
Instruction Performance
Approach
Figure 1. Schematic Diagram of the conceptual framework of the study.
Definition of terms
The following were defined operationally for the purpose of clearer
understanding.
Achievement --------------------- Something that has been done or achieve effort
Concepts ----------------------- An abstract or general idea inferred or derived from
specific instances
Direct instruction -------------- Is a general term for the explicit teaching of a skills-set
using lectures or demonstration of the materials, rather than exploratory model such as
enquiry-based learning.
Indirect instruction ------------ It seeks a high level of student involvement in observing,
investigating, drawing inference from data and forming hypothesis.
Instruction ------------------------ The activities of educating or instructing; activities that
impart knowledge or skill
Mathematics ------------------- It is a learning area that discuss about the concepts of
number. A study of topic such as quantity (numbers), structures, space and change.
Chapter 3
METHODOLOGY
This chapter presents the research design, respondent of the study, research
instrument, locale of the study and data gathering procedure.
Research design
For the purpose of determining the efficacy of systematic and direct instruction in
teaching Mathematics, this study used an eloquent survey questionnaire as concerning for
the collection of data in order to test the hypothesis or to answer the question regarding
with the current prestige of the subject of the study.
Respondents of the study
The respondents of the study were the Third Year BSEd Mathematics major
students who were officially enrolled in the College of Education for the second semester
school year 2013-2014. There were 19 respondents of the study, 12 of them are females
and 7 of them are males.
Locale of the study
The study was conducted in the college of education at Cotabato Foundation
College of Science And Technology, Doroluman, Arakan, Cotabato
Research instrument
Data was gathered through the use of eloquent survey questionnaire. This was
issued and retrieved from the Third Year BSEd Mathematics major students. This
instrument was divided into two parts; students’ perception towards direct instruction and
systematic approach.
Data gathering procedure
The researcher was administered the eloquent survey questionnaire to the Third
year BSEd Mathematics Major students within 20 minutes. The respondents of the study
were in 100% of the total population of the Third year BSEd Mathematics Major students
in the College of Education.
“THIS SURVEY QUESTIONNAIRE IS DESIGNED TO MEASURE THE
EFFICACY OF SYSTEMATIC AND DIRECT INSTRUCTION IN TEACHING
MATHEMATICS”
Name: ______________________________ Date: _____________________
Year/Sec: ____________________________ Gender: ___________________
Direction: Read each of the following statement and decide how you feel about it. Mark
asterisk (*) of the corresponding number that best reflects how true you feel that the
statement is for you.
Scale Descriptive Equivalent
1 -Strongly Disagree
2 -Disagree
3 -Agree
4 -Strongly Agree
DIRECT INSTRUCTION
Statement 1 2 3 4
1 I am passing my homework before we begin to our formal discussion,
since my teacher collecting it.
2 I can still recall our past lesson since my teacher reviews our previous
learned skills.
3 I can easily apprehend the lesson, in the sense that my teacher starts
his/her lesson through presenting general principles of new materials in a
clear and organized manner.
4 I am not anxious about my next lesson to be discussed, since a guided
principle of new lesson was taught with the supervision of my teacher.
5 I am assertive to solve mathematical problems in the sense that my
teacher provides correction and feedback in order to reduce errors.
6 It is a challenge for me to participate since there is a constant interaction
between me and my teacher.
7 I will listen attentively to my teacher’s discussion because he/she will give
an activity that could monitor our individual performance.
8 I am not terrified if I can’t comprehend the lesson since my teacher
provides further explanation or re-teaching as needed.
9 I will not to attempt to escape the class because I love the way my teacher
teach.
10 It is easy for me to understand the topic for the reason that my teacher
focuses on a specific teaching techniques
SYSTEMATIC APPROACH
Statement 1 2 3 4
1 I feel relaxed enough to listen to my teacher since he/she guides us through
a defined instructional sequence.
2 It feels great for me to attend class for the reason that my teacher let us
learn to use a fundamental part of mastering concepts.
3 I am confident enough to listen to my teacher in the sense that he/she is
using instructional tools that are appropriate to our topic.
4 I can understand and learn new materials or skills through using
appropriate instructional tools.
5 I love the way my teacher teach since I can learn to assimilate new
information with what is already know in a way that make sense.
6 I can instantly recall the information or skill even I am in a different
situation or place.
7 I can perceive when or how to use a particular strategy in solving
problems.
8 I can recognize what I can gain in executing new strategy in solving
problems.
9 I am propelling frequent responses or clarification when my teachers
delivered his/her discussion vaguely.
10 It is admirable if our teacher provides feedback for us to monitor our
weaknesses in solving problems.
Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter includes the presentation, analysis and interpretation of data gathered for
testing the hypothesis.
Table 1
Mean Distribution on Students Impression on the Efficacy of Direct Instruction in
Teaching Math.
Descriptive
Statement Mean
Equivalent
1. I am passing my homework before we begin to our formal discussion,
since my teacher collecting it. 3.37 Agree
2. I can still recall our past lesson since my teacher reviews our previous
learned skills. 2.84 Disagree
3. I can easily apprehend the lesson, in the sense that my teacher starts
his/her lesson through presenting general principles of new materials in 2.94 Disagree
4. aI am
clear
notand organized
anxious aboutmanner.
my next lesson to be discussed, since a guided
principle of new lesson was taught with the supervision of my teacher. 2.89 Disagree
5. I am assertive to solve mathematical problems in the sense that my
teacher provides correction and feedback in order to reduce errors. 3.05 Agree
6. It is a challenge for me to participate since there is a constant interaction
between me and my teacher. 3 Agree
7. I will listen attentively to my teacher’s discussion because he/she will
give an activity that could monitor our individual performance. 3 Agree
8. I am not terrified if I can’t comprehend the lesson since my teacher
provides further explanation or re-teaching as needed. 2.89 Disagree
9. I will not to attempt to escape the class because I love the way my
teacher teach. 3.05 Agree
10. It is easy for me to understand the topic for the reason that my teacher
focuses on a specific teaching techniques 3 Agree
GRAND MEAN 3.00 Agree
Legend: 4- Strongly Agree 3- Agree 2-Disagree 1-Strongly Disagree
The table 1 presents the perception of the respondents on the strategy, which is
Direct Instruction approach, practiced by the teacher in Teaching Math. Out of ten (10)
statements, six (6) statements were being agreed by the respondents and four (4)
statements were being disagreed. Respondents agreed that they were passing homework
before they begin their formal discussion since their teacher collecting it (3.37), confident
to solve mathematical problems in the sense that their teacher provides correction and
feedback in order to reduce errors (3.00), a challenge for them to participate since there is
a constant interaction between them(3.00),listened attentively to their teacher’s
discussion because their teacher will give an activity that could monitor their individual
performance (3.00), will not to attempt to escape the class because they love the way
their teacher teach (3.05) and easy for them to understand the topic for the reason that
their teacher focused only on a specific teaching techniques (3.00).
However, the respondents disagreed that they can still recall their past lesson
since their teacher reviewed their previous learned skills(2.84),can easily apprehend the
lesson in the sense that their teacher starts his/her lesson through presenting general
principles of new materials in a clear and organized manner(2.94), were not anxious
about their next lesson to be discussed since a guided principle of new lesson was taught
with the supervision of their teacher(2.89) and not terrified if they can’t comprehend the
lesson since their teacher provides further explanation or re-teaching as needed (2.89).
The overall statements had a Grand Mean of 3.00 which is AGREE. It implies
that direct instruction is one of the effective strategies in teaching mathematics which
could improve the teaching-learning process.
Table 2
MEAN DISTRIBUTION ON STUDENTS IMPRESSION ON THE EFFICACY OF
SYSTEMATIC APPROACH IN TEACHING MATH.
Descriptive
Statement Mean
Equivalent
1. I feel relaxed enough to listen to my teacher since he/she guides us
through a defined instructional sequence. 3.05 Agree
2. It feels great for me to attend class for the reason that my teacher let us
learn to use a fundamental part of mastering concepts. 2.94 Disagree
3. I am confident enough to listen to my teacher in the sense that he/she is
using instructional tools that are appropriate to our topic. 3.05 Agree
4. I can understand and learn new materials or skills through using
appropriate instructional tools. 3.31 Agree
5. I love the way my teacher teach since I can learn to assimilate new
information with what is already know in a way that make sense. 3.42 Agree
6. I can instantly recall the information or skill even I am in a different
situation or place. 2.78 Disagree
7. I can perceive when or how to use a particular strategy in solving
problems. 2.68 Disagree
8. I can recognize what I can gain in executing new strategy in solving
problems. 2.84 Disagree
9. I am propelling frequent responses or clarification when my teachers
delivered his/her discussion vaguely. 2.80 Disagree
10. It is admirable if our teacher provides feedback for us to monitor our
weaknesses in solving problems. 3. 32 Agree
GRAND MEAN 3.02 Agree
Legend: 4- Strongly Agree 3- Agree 2-Disagree 1-Strongly Disagree
The table 2 presents the impression of the respondents on the Efficacy of
Systematic Approach in Teaching Math. Out of ten (10) statements, five (5) statements
were being agreed by the respondents and five (5) statements were being disagreed.
Respondents agreed that they felt relaxed enough to listen to their teacher since their
teacher guided them through a defined instructional sequence ( 3.05), confident enough to
listen to their teacher in the sense that their teacher was using instructional tools that are
appropriate to our topic (3.05), understand and learn new materials or skills through using
appropriate instructional tools (3.31), love the way their teacher teach since they can
learn to assimilate new information with what is already know in a way that make sense
(3.42), and admirable if their teacher provides feedback for them to monitor their
weaknesses in solving problems (3.32).
However, the respondents disagreed that it feels great for them to attend
class for the reason that their teacher let them learn to use a fundamental part of
mastering concepts (2.94), can instantly recall the information or skill even they were in a
different situation or place(2.78), can perceived when or how to use a particular strategy
in solving problems (2.68), can recognize what I can gain in executing new strategy in
solving problem (2.84) and propelling frequent responses or clarification when their
teacher delivered his/her discussion vaguely (2.80)
The overall statements had a Grand Mean of 3.02 which is AGREE. It implies
that systematic approach is also one of the best strategies that a teacher should execute in
order to have an effective teaching-learning process.
Regarding with this issue, it is shown that there is no significant difference
between direct instruction and systematic approach in teaching Mathematics and both
strategies can contribute to the development of students’’ learning.
BIBLIOGRAPHY
Corpuz, Salandanan and Rigor, 2006; Principles of Teaching 2, pp.217-219
Gagnon, J. and Maccini, P. (2011). Direct Instruction in the Middle School Mathematics
for Students With Learning Disabilities. The Access Center Improving Outcomes
for All Srudents K-8. Washington U.S.A.
Rosenshine, B. and Steven (1983). Teaching Functions in Instructional Programs. The
Elementary School Journal 84(4), pp.335-351
Rosenshine, B. (1996). Advance Research on Instruction. Journal of Educational
Research, 88(5), pp. 262-268
Darch, C., Gersten, R., and Taylor, R. (1987). Evaluation of Williamsburg Country
Direct Instruction Program: Factors Leading to Success In Rural Elementary
Programs. Research in Rural Education, 4. 111-118
Meyer, L., Gersten, R., and Gutskin, J. (1983). Direct Instruction: A Project Follow
Through Success Story In An Inner-City School. Elementary School Journal, 84,
241-252
Steedly, K., Dragoo, BK., Arafeh, S. and Luke, S. (2008). Effective Mathematics
Instruction. www.nichy.org
