Effect of Direct Teaching Method on the Academic Achievement of High and Low Achievers in the Subject of English at the Secondary Level

Autor/inn/en	Hussain, Ishtiaq; Hamdani, Syed Nisar Hussain; Quraishi, Uzma; Zeeshan, Muhammad
Titel	Effect of Direct Teaching Method on the Academic Achievement of High and Low Achievers in the Subject of English at the Secondary Level
Quelle	In: Journal of College Teaching & Learning, 7 (2010) 7, S.45-50 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1544-0389
Schlagwörter	Foreign Countries; Communication (Thought Transfer); Official Languages; Language Role; English; Second Language Learning; English (Second Language); Teaching Methods; Academic Achievement; Secondary School Students; Pretests Posttests; Experimental Groups; Control Groups; Low Achievement; Statistical Analysis; Instructional Effectiveness; Pakistan + Suchen Sie Ihr Suchwort? Ausland; Communication; thought; Kommunikation; Gedanke; Office language; Amtssprache; English language; Englisch; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Schulleistung; Sekundarschüler; Unterdurchschnittliche Leistung; Statistische Analyse; Unterrichtserfolg
Abstract	The major objective of the study was to determine the role of the direct teaching method in the academic achievement of students in English at the secondary level. To achieve the said objective, the Solomon Four-Design pre-test/post-test equivalent group design was considered to be the most useful design for this study. The pre-test was used to measure the achievement. The pre-test was used only to equate the control and experimental groups. Thus, the Solomon four-group design was applied for treatment of the data. The experimental group was taught by the direct method, while the control group was taught by the traditional method for a period of six weeks. At the end of the treatment, a post-test was administered and scores of pre-test and post-test were served as data for the study. Applying t-test and analysis of variance tested to know the significance of difference between the scores of groups at 0.05 levels. After analyzing the secured data it was concluded that the direct teaching method was more effective as a teaching-learning technique for English compared to the traditional teaching method. Students in the direct teaching method outscored the students working in the traditional learning situation. Low achievers in the direct teaching showed significant superiority over low achievers learning English by the traditional method. Thus, direct teaching was found to be a more effective method for quality teaching of English to the low achievers as compared to the traditional method of teaching. High achievers, whether they were taught English by the direct or traditional method, retained learned material at the same rate. Low achievers who were taught English by the direct method retained more material as compared to low achievers taught by traditional method of teaching. (As Provided).
Anmerkungen	Clute Institute. P.O. Box 620760, Littleton, CO 80162. Tel: 303-904-4750; Fax: 303-978-0413; e-mail: Staff@CluteInstitute.com; Web site: http://www.cluteinstitute.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10