The Effectiveness of Direct Instruction

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THE EFFECTIVENESS OF DIRECT INSTRUCTION INTEACHING ENGLISH IN ELEMENTARY PUBLIC

EDUCATION SCHOOLS IN KUWAIT:A RESEARCH CASE STUDYZ A I D A L -S H A M M A R I, P H . D .

Assistant Professor of Curriculum and Instruction-Special EducationCoordinator of EducationGulf U niversity for Science and T echnologyBlock 5, Building I Mubarak Al-Abullah Area/West MishrefKuwaitHussAiN A L -S H AR O U F I , P H X ) .Assistant Professor of LinguisticsGulf U niversity for Science and T echnologyBlock 5, Building I Mubarak Al-Abullah ArealWest MishrefKuwait

T HO M A S D . Y AW KE Y, P H . D .Professor Emeritus of Curriculum and InstructionThe Pennsylvania State University,204 Chambers BuildingUniversity Park, Pennsylvania 16802USA

This paper focuses on the effectiveness of direct instruction inimproving non-native student achievement in English learning.The study involved two groups in two English classes. Groupswere selected from two different elementary public schools inthe State of Kuwait. Study parameters were derived from areview of the literature and scientific research methodologies.Group one (experimental group) received direct instruction andgroup two (control group) did not receive direct instruction. Thestages of direct instruction development, methods of validatingdesigned direct instruction, application of the designed directinstruction, data collection and analysis procedures were proper-ly defined. Study results indicated that children in theexperimental class generally benefited from receiving directinstruction. This .study has shown beyond doubt that directinstruction is a very effective approach in teaching English as aforeign language. The mean of the experimental group (3.52)was greater than that for the control group (1.09). The standarddeviation (SD) for the experimental group was 1.40. while thecontrol group's was l.!9. The mean rank of the experimentalgroup was 30.52. while the control group's was 13.86. The teststatistics (Z) was 4.427 with a P-value (0.0(X)). The mean rankof the experimental group was also greater than that of the con-trol group. More specifically, these tests indicated that using adirect instruction approach with the experimental group had bet-


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Effectiveness of Direct Instruc tion... / 81terms of student achievement. Direct instruction, which is moretime-efficient in the classroom , can contribute substantially tothe introduction of new methods such as pragmatics and con-versational analysis that will improve English fluency in anon-native environment. Results reveal the importance of train-ing Kuwaiti school teachers In direct Instruction proce.sses. andof creating national awareness of the effectiveness of thisinstructional approach. Demonstrating significant achievementin a short period of time is the benchmark of success in non-native environments. Direct instruction provides the bestalternative to traditional approaches to teaching English as a for-eign language. Campaigns to increase policy makers" awarenessof the effectiveness of this alternative may lead to national edu-cational reform, While facilitating this awareness is a large task,broadcasting the findings frnm this case study may begin tofacilitate the implementation of direct instruction in all studyfields.Introduction

Since the 1960.S, the Kuwait Ministry ofEducation (KMOE) has been responsiblefor establishing and mandating all pro-grams provided in the public school system(Kuwait Ministry of Education, Law 11.1965; Kuwait Ministry of Education Annu-al Report. 2004). Despite the increasingnumberof universities that provide teachereducation programs in Kuwait, Kuwaititeachers still do not apply the direct instruc-tion approach in their classes. Similarly tothe U.S., professors of education and read-ing specialists do not espouse the directinstruction approach, especially new teach-ers who do not have any interest In learningabout direct instruction during their train-ing programs (Schus, Tarver, & Western,2001 ). The present research study focusedmainly on the importance of direct instruc-tion as a successful approach that yieldsvery positive educational results and as anefficacious indicator of student achieve-ment in academic learning.This study wasdesigned as a case study that "illustrates the

me nt" (Eraenkel & W allan, 2003, p. 308).Researchers chose two groups for thisinvestigative study. Group one {experi-mental group) received direct instruction,while group two (control group) did notreceive direct instruction, to validate themain premises of this research study.Researchers decided to apply this methodin an elementary school. The case studywas eventually conducted in two elemen-tary schools in the State of Kuwait toexamine the effectiveness and efficacy ofdirect instruction in improving studentachievement in two groups of 5th-gradeEnglish classes. Researchers used thisinstruction approach when designing andsetting objectives, and modeling steps andprocedures systematically based on thecontent of the English subject. Attentionwas paid to student differences and abili-t ies that could affect their academicachievement in schools . Most currentresearch studies (e.g., Becker & Gersten,2001; Cross, Rebarber, & Wilson, 2002;Kinder, Kubina. & Marchand-Martella,2005) indicate improvements in studentachievement when applying this type of


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similarities between their results and thosereported by other researchers in this areaof study.Discussion and Literature ReviewA direct instruction approach is a learn-ing process, a method and a model thatdesigns, prepares, presents, deals, and man-ages several organized steps, procedures,and techniques, and even the amount oftime that lapses from initiation of its pur-pose to the results of instruction. Accordingto Ge rsten (1 98 4). d irect ins truct ioninvolves specific ways of teaching, design-ing curriculum, conducting in-serviceeducation, and monitoring the performanceof teachers and students. Furthermore,most researchers describe direct instruc-tion as a process that breaks down the

pedagogical task into compo nents. Whenteaching according to these components,instructofs are able to demonstrate the tech-n ique e f f ic ien t ly to s tud en ts as acombination of instructional componentsthat result in an easier and more system-atic learning process (Slavin. 2006; Stein,Silbert, & Ca mine , 1997; W atkins, 200 3).Researchers consistently support the

idea of using direct instruction in theirclasses to teach basic concepts and skillsthat are prerequisites to complex tasks.Steventon and Fredrick (2003) noted theimportance of using the direct instructionapproach with specific p rograms that havepositive effects on students who haveundergone repeated reading interventions.In their study, they applied Engelmann'scorrective reading series with strugglingread ers. The crux of their study relied uponthe continuum of decoding strategies in

the daily reading check-o ut with specifiedrate and accuracy criteria, and a rewardsystem for students.Repeated reading is an unexplored areathat requires further and more indepthstudy. In fact, Arab students do lack thiscrucial ability to read quickly and effec-tively in En glish. Coy ne, Kam e'enu i, andCam ine (20 07) stated that reading is "thedoorway to leam ing" (p . 46 ). Celce-M ur-cia. Zoltan, aiid Thurrell ( 1998) stressed theimportance of direct instmction in improv-ing comm unicative approaches in languageteaching. Based on their experiences inteaching English as a foreign language inHungary, they advocated direct instmctionas an effective method in teaching Eng-lish. They further found that direct L2instruction buttresses the traditional teach -

ing g ram m ar - t r an s l a t io n me th o d inteaching E nglish. Their study revealed thatdirect instruction in language skills canimprove conversational grammar.An evaluation of "Advantage Schoo ls"by Cross. Rebarber, and Wilson (2002)showed how the program benefited fromthe edu cator s' expertise and direct instm c-tion. and highlighted its advantages with

earlier grade students leaming in schoolsthat use direct instmction in reading, lan-guage, and math. Additionally. Martellaand Waldron-Soler (2005) noted signifi-cant educational improvements in eacharea of writing for students in grades 2-5,based on their investigation of the effectsof language in writing programs involving140 lessons based on direct instruction.Watkins (2003) listed the main directinstructional components as: a programdesign, organization of instruction, and


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Effectiveness of Direct Instruction ... / 83

combination led to effective and efficientinstruction among children.Another interesting study of the effec-tiveness of direct instruction in teachingmain idea comprehension was conductedby Baumann (1984). He showed that directinstruction can play a crucial role inimproving the reading comprehensionskills, especially the identification of mainideas, of 6th g raders. The group on whom

he applied his designated direct instruc-tion teaching plan found the experience tobe very efficacious.Direct instruction is the responsibilityof the teacher at the beginning, and thelearner is supposed to be engaged in thelearning process. Chou H are and Borchardt( 1984) ob.served that direct instruction canimprove the summ arization skills of minor-

ity high school students. Direct instructionexcels in specifying the analytic goals andcharacteristics of reading and mathemat-ics objectives. They observed that in theircontrol group improvement in discerningcentral ideas such as topic sentences wasbest achieved through direct instruction inmacro-rules.Teaching anaphoric relationships to 3rdgraders was the focus of Baumann's ( 1986)study, which depended on the applicationof a direct instructional method in teach-ing textual anaphora. In his strategy group,he found that students outperformed theirpeers in the basal group and in the controlgroup. The students' ability in the strate-gy group to identify antecedents and torecognize semantic reference far exceed-ed their peers' semantic abilities. Based

on intensive instruction in the strategygroups, 3rd graders could successfully

skills. On another level, Grossen and Kelly( 1992) showed that direct instruction is aneffective method in a Third-World con-text. They reinforced Engelmann's ideathat direct instruction provides curricularand teacher training program s. They foundthat using direct instruction in teacher train-ing dramatically improved the abilities ofSouth African teachers.In a study of direct instruction 's effect

on enhancing teachers' and students" abil-i t i e s , J a n i c k i a nd Pe t e r s on (1981)emphasized the effectiveness of directinstruction in enhancing students' learn-ing abi l i t i e s by enhanc ing t eachers 'responsibilities in the classroom. Theybelieved that training in direct instructionshould be varied to meet the needs ofindividual teachers . Sagotsky,Wood-Schneidler, and Konop ( 1981 ) found thatdirect instruction can improve cooperationamong children when engaged in mal-adaptive competition in a game situation.A variety of simple and direct techniquesmay be used to teach children to cooper-ate.T he instructor's direct intervention canaccelerate the cooperative learning processamong children. After conducting a reviewof 45 research studies. Kinder. Kubina,and M archand-Martella (2005) found thatcombining direct instruction and specialeducation was effective among disabledstudents.

Becker and Gersten (2001) indicatedthat low-income graduates of di rec tinstruction programs performed better thancomparable children with the same demo-graphic charac ter is t ics who had notengaged in direct instruction prog rams. Itwas found that the latter may fail later to


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skills. The direct instruction approach hasbeen shown to definitely improve partic-ular competencies in specific areas. Forexample. Becker et al. found that it wasthe most efficacious method in longitudi-nal measurem ent. Relating the sim ilaritiesof direct instruction as a more organizedinstruction with what Ormrod (1999) men-tioned as a "program med instruction",computer-based instruction has also provento be more effective than other traditionalinstructional methods.

Coyne, Kam e'enui, and Camine (2007)stressed that important concepts, princi-ples, facts, and theo ries should be the axisof efficient and effective teaching. Otherresearch (e.g., Ayres. 1995) investigatedthree designed treatment conditions thatenhance pre-reade rs' phonological aw are-ness in the kindergarten classroom contex t.Ayres found that direct instruction is moreeffective than other indirect instructionmethods being used to increase phono-log ica l awareness , e spec ia l ly in thekindergarten classroom setting. A similarresearch study (Gersten, Darch. & Gleason,1988) evaluated tw o groups of students atthe end of 3rd grade on the effectivenessof direct instruction among low-incomekindergarten students, especially those atrisk. Results indicated that low-incomes tuden ts ' academic g rowth increasedamong those who received direct instruc-tion in kindergarten. Schus, Tarver, andWestern (2001) mentioned in aWisconsinPolicy Research Institute report that "chil-dren in the six schools are benefiting fromDirect Instruction, and the principals andteachers involved are enthusiastic abouttheir projects" (p. 23). In a study of the

ethical awareness among senior h ighschool students. Robb and Faust (1993)noted the possibility of achieving suchimprovement. Their experiment involved52 students26 in the controi group and26 in the experimental g rou p. Both group swere examined for moral knowledge.Researchers found that ethical develop-ment can be achieved through direct andsystematic discussion of conduct problem samong early adolescents.

Research MethodsResearchers used several research m eth-ods to conduct this case study. Each ofthese is described below.Selected Participant SamplesR es ea rch e r s co n tac t ed an d th enreceived approval from the Kuwait Min-istry of Education, to conduct this casestudy in public sc hoo ls. After receivingthis permission, they selected two sam plesfrom two classes in two public elem entaryschools.

These two samples were selected fromtwo English classes being taught at the5th-g rade level. Group one (experimentalgroup) was composed of 21 s tudents .Group two (control group) was com posedof 22 students. These samples were alsochosen after researchers reviewed the pre-vious achievements of these two 5th gradeclasses in light of their equal achievem entof objectives in the last unit of a formalcurriculum provided in public schools byth e Ku wa i t Min i s t ry o f E d u ca t io n(KM OE ). They then decided to apply thedirect instruction method with the exper-imental grou p. The m ethod was applied in


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lish subject class that had been developedto achieve one of the short-term objectivesidentified for the Kuw ait public educationschools for academic years 2007 and 2008.Direct Instruction DevelopmentDesigning a lesson plan based on adirect instruction approach is not com-monly accompl ished by most publ icelementary school teachers in the Kuwaiti

public educational system. Therefore, adirect instruction development process thatdeprended on several procedures was adopt-ed. The process involved the followingsteps, first, select a formal curricular unitbeing used in the Kuwait public schoolsystem; second, share thoughts with theteacher who teaches this experimentalclass, regarding student differences basedon their abilities and needs; and third,design a lesson plan based on a directinstruction method. Re.searchers reviewedtbe formal English curriculum and KMOEEnglish grade level objectives and thendesigned a lesson plan based on directinstruction principles.

Validity Methods of Designed DirectInstructionResearchers tested a lesson plan basedon direct instruction, using several faceand content validity methods. Researchersexamined the "validity" of the content, thatis , the "appropriateness, correctness, mean-ingfulness, and usefulness" (Ormord. 1999,p. 158). The researchers validated the con-tent used in the English lesson that hadbeen designed based on direct instruction

methods. Afterwards, researchers gave thislesson plan to two faculty members who

other head-teachers in the English depart-ments of publ ic e lementary schools .Eaculty members and teachers providedcomments on both the face and contentva l id i ty of the l e s son p lan content .Researchers then made changes based ontheir final decisions. These validity pro-cedures were conducted to determinewhether or not this lesson plan containeddirect instruction principles and followedthe KMOE English curricular objectivesfor the 5th-grade level.Application of Designed Direct InstrutionResearchers used a lesson based ondirect instruction and followed several pro-cedures described below.Fi r s t , r e sea rche rs in t roduced andexplained all comp one nts, principles, andprocedures of direct instruction. Second,researchers modeled the direct instructionof the English unit lesson for the teacherwho was teaching the experimental cla ss.Third, the teacher practiced the designedlesson in front of the researchers. Theteacher applied and used the direct instruc-tion approach in a unit selected from theEnglish subject curriculum for his class,which was the experimental class. Fourth,after teaching this class , the teacher thentested his students at the end of the lessonperiod.Data Collection and Analysis Procedures

Several data collection and analysis proce-dures were used.Each Is described in thefollowing paragraphs.

Data collection procedures mainlyfocused on the ways the researchers gath-


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-Q4

Figure 1. Frequency Distribution of the Experimental Group (E) ami Control Group (C)

used to analyze data. The maiti data col-lection m ethod w as the use of a sitnilar testgiven to students involved in this study.The test was designed and based on a directinstruction me thod. Results for both class-es were coded in SPSS in different forms.Each form was labeled with a specific code(e.g., E represents an experimental class,and C represents a control class). Dataanalysis procedures were used to deter-mine which tests would be useful inanalyzing data. Researchers decided to usetests such as a T-test and Mann-Whitneytest.

ResultsTable 1 shows the sum mary statistics(average, standard deviation) for the datafor the two samples (experimental groupand control group). This analysis can beused to test for statistically significant dif-ferences between the two samples. Themean for the experimental group (3.52)was greater than that for the control g roup( 1.09). The standard deviation (SD ) for theexperimental group was 1.40. while thatfor the control group was 1.19

Tiible I show s the frequency distribution for these two sample groups.

MeasureCount

AverageStandard

G=C22

1.090911.1916

G=E21

3.523811.40068

Difference

2.43

T-test ( P-vaiues.)

6.145(0.000)


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Also, there was a statistically significantdifference between the two m eans for thesetwo sample groups. The T-test shows thatthe null hypothesis is equal means versusthe alternative hypothesis, since the com-puted P-value is less than 5% . Therefore,the researchers rejected the null hypothe-sis, which was that the mean for theexperimental group would be greaterthan that for the control group.On the other hand, the researchers usedthe Mann-W hetney test (Non-Parametric)to test the mean ranks of these two g roup s,whether equal or greater (Andersen, Boi-gan, Gill, & Keiding (1993). The meanrank for the experimental group w as 30.52 .while that for the control group was 13.86.The test statistics (Z) was 4.427 with a P-

value (0.000). This result confirmed theresults shown in Table 1. The mean rankfor the experimental group was also greaterthan the mean rank for the control group.More specifically, these tests indicated thatusing a direct instruction approach withthe experimental group led to better resultswhen compared to the results for the con-trol group (traditional method) in terms ofstudent achievement.ConclusionIn the course of this case study, theresea rche r s sought to implement anapproach considered novel in the Kuwaitieducational environment. They observed,based upon the aforementioned experi-mental gro und s, that direct instruction candefinitely improve students" performance

in E nglish. Fraenkel, Becker, and Gersten(2 0 0 1 ) , Cross, Rebarber , and Wilson

hand-Martella (2005d) all reported simi-lar results regarding the efficacy of directinstruction in improving student achieve-ment. Our results verified the claim thatdirect instruction is the answer to improv-ing comprehension in the EFL (English asa foreign language) classroom. In fact, oneof the main problems in EFL is acquiringcomprehension skills in a stringent timeperiod. This particular problem can beoverridden if direct instruction is adoptedas a comprehensive approach in Englishcurricula applied in Kuwait. Baumannfound that direct instruction is effective inimproving reading comprehension skills;this coincides completely with the sub-stantial results for our experimental group.This case study has shown that majorchange can occur if time is properly uti-l i zed in the EFL c la ss room. Di rec tinstruction enables significant achieve-ment in a short span of time. Strategies forteaching more in less time are highlight-ed in the work of Binder and Watkins(1990). The outcomes of this study areclosely analogous to their results and find-ings. They reiterate Hngelmann's em phasison the wide adoption of direct instructionin U .S. schools in order to overcome basiclearning crise s. In the Kuw ait contex t, theresearchers believe that direct instructioncan improve teaching English as a foreignlanguage in paiiicular and teaching othermaterials in general. The crux of the mat-ter lies in concise and effective teachingthat directly targets cognitive processesthat can be applied to solve further struc-tural problems. The philosophy of directinstruction stems from the important corol-lary that teaching should be very compact,concentrated, and penetrating. From this


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logical and pedagogical stance, directinstruct ion can be the most effect iveanswer to solving comprehension prob-lems in English language teaching am ongnon-native learners of English.The researchers firmly believe thatteachers in Kuwaiti schools should betrained to implement direct instructionalprocesses in their classrooms. This stepnecessitates national awareness of theeffectiveness of this instructional approach.Direct instruction provides the best alter-native to traditional approaches to teachingEnglish as a foreign language. This peda-gogical awareness necessitates the politicalbacking that will lead to national educa-tional reform. While this may be thoughtto be too tremendous a task, results fromthis case study reflect the need to move

toward implementation of direct instruc-tion in all study fields.It is recommended that the KMOEadopt this highly efficacious and effectiveinstructional approach in public schools.A general awareness campaign should bedeveloped to define and teach this newapproach to educators so that they mayapply it effectively in Kuwaiti schools.

This aim can be reached as follows: First,teachers should receive training sessionsin direct instruction that introduce them tothe main premises and goals of this inno-vative approach. Second, it should beemphasized that direct instruction is veryeffective in teaching English as a foreignlanguage. In fact, it helps teachers reachtheir pedagog ical goals in a short time byenhancing students" comprehension skillsrather than m emorization. Third. based onthe results of this study, one can safely say

in Arabic language teaching, too, Kuwaitistudents part icularly suffer from oldinstructional methodologies. Remedyingthis situation will entail new curricula thatare entirely based on direct instruction.Clearly, direct instruction can be effectivein teaching reading skills in Arabic andEnglish. Cognitive skills will be targetedto enable students to become better lin-guistic performers and interlocutors. Theauthors s t rongly recomm end fur therresearch in direct instruction in all mate-rials, starting with English and A rabic. Thisfirst step will improve the quality of edu-cation in Kuwaiti schools in the near future.

Special Note:We wish to thank the Secretary ofthe Ministry of Education in theState of Kuwait for all efforts andassistance provided to us as we con-ducted this research in the publicelementary education schools. Ourappreciation extends to the teachersof experimental and control grou ps,especially the teacher of the exper-imental group who used a directinstruction approach in his class. Weare thankful for their efforts toachieve the aim of this research andto investigate the effectiveness ofdirect instruction in Kuwaiti ele-mentary school classroom s.


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Effectiveness of D irect Instruc tion... / 89

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(2OO5)Language for writing program evalua-t i o n . Journal of Direct Instruction, 5 ( 1 ) ,81-96Retrieved month day, year, fromhttp://adihome.org/articles/JDI_05_.0I_04.pdfOrmrod, J, E. (l999)Human learning (3rd ed.).Prentice-Hall, Inc.Robb . E. K., & Faust. J, F. (1993)The effect ofdirect instruction. Journal of Educational Soci-ology, 7(4), 237-240.Sagotsky, G., Wood-Schneider, M., & Konop, M.(l981)Leaming to cooperate: effects of mod-eling and direct instruction. ChildDevelopment, 52{3), 1037-1042.Schu s, M, C , Tarver, S. G.. & Western. R. D.(2001)D(>etf instruction and the teachingearly reading: Wisconsin's Teacher-led insur-gency. Retrieved October 7, 2007, WisconsinPolicy Research Institute, Inc., fromhttp://www.wpri.org/Reports/Volumel4/Voll4no2.pdfSteventon. C. E., & Fredrick. L. D. (2OO3)Theeffects of repeated readings on student perfor-mance in the corrective reading program.

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