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
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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
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