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Direct Instruction: An academic improvement study

L., Thal
Abstract:
This study examined the effect of Direct Instruction (DI) techniques on the division skills and on-task behavior of 32 at-risk fifth grade students. Students were administered tests on one and two digit divisor skills for pre- and posttest measures. The teacher also conducted interviews with the students about their attitudes towards DI. Results from the pretest indicated that about one half of the students failed and no students received an “A.” Posttest results indicated average gains on one digit divisor division problems from 57.18% to 85.46%. The average two digit divisor score increased from 67.5% to 83.59%. There was both a decrease in failing scores and an increase in the number of “A” grades. Additionally, disruptive student behavior decreased, and students demonstrated greater enthusiasm for math instruction. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
1996
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Math; division; basic skills; corrective feedback; Direct Instruction Mathematics
Source:
Effective School Practices
Volume:
15
Number:
2
Pages:
27-30
Design type:
Pretest posttest gain scores
Fidelity monitored:
No
Students included:
Elementary students, at-risk students, low-SES students
Location/Setting:
Urban area, elementary school, public school
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