The Influence of the Direct Instruction Learning Model on Student Learning Outcomes in Elementary Schools
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Published:
Dec 30, 2024
Keywords:
Direct Instruction, Student Learning Outcomes, Elementary Education, Instructional Strategies, Educational Effectiveness
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Articles
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Abstract
This research investigates the influence of the Direct Instruction (DI) learning model on student learning outcomes in elementary schools. Direct Instruction, characterized by its structured, explicit, and teacher-centered approach, has been widely recognized for improving academic performance, particularly in foundational subjects. Using a quasi-experimental design, this study compared the learning outcomes of students taught through DI with those taught using conventional instructional methods. Results showed that students exposed to DI demonstrated significantly higher academic achievements compared to their peers in the control group. The findings align with existing research highlighting the effectiveness of DI in enhancing student mastery of content and reducing learning gaps. However, the study also acknowledges limitations, including sample size, implementation fidelity, and external influences on student performance. These results suggest that with proper training and adaptation, DI can serve as a valuable instructional strategy to boost student achievement in elementary education. Future research is recommended to explore long-term impacts and broader application across diverse educational settings.
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How to Cite
Stedy, Y., & Alfanta , D. (2024). The Influence of the Direct Instruction Learning Model on Student Learning Outcomes in Elementary Schools. Journal of Education Innovation and Curriculum Development, 2(3), 99–111. Retrieved from https://journals.iarn.or.id/index.php/educur/article/view/446
References
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Archer, A. L., & Hughes, C. A. (2010). Explicit instruction: Effective and efficient teaching. Guilford Publications.
Bennett, A., Bridglall, B. L., Cauce, A. M., Everson, H. T., Gordon, E. W., Lee, C. D., Mendoza-Denton, R., Renzulli, J. S., & Stewart, J. K. (2004). All Students Reaching The Top: Strategies for Closing Academic Achievement Gaps. A Report of the National Study Group for the Affirmative Development of Academic Ability. North Central Regional Educational Laboratory.
Council, N. R., Education, C. for, Science, C. on, & Preparation, M. T. (2001). Educating teachers of science, mathematics, and technology: New practices for the new millennium. National Academies Press.
Darling-Hammond, L., & Snyder, J. (2000). Authentic assessment of teaching in context. Teaching and Teacher Education, 16(5–6), 523–545.
Geller, G., Tambor, E. S., Bernhardt, B. A., Fraser, G., & Wissow, L. S. (2003). Informed consent for enrolling minors in genetic susceptibility research: A qualitative study of at-risk children’s and parents’ views about children’s role in decision-making. Journal of Adolescent Health, 32(4), 260–271.
Lietaert, S., Roorda, D., Laevers, F., Verschueren, K., & De Fraine, B. (2015). The gender gap in student engagement: The role of teachers’ autonomy support, structure, and involvement. British Journal of Educational Psychology, 85(4), 498–518.
Magliaro, S. G., Lockee, B. B., & Burton, J. K. (2005). Direct instruction revisited: A key model for instructional technology. Educational Technology Research and Development, 53(4), 41–55.
McLaughlin, M. W., & Talbert, J. E. (2006). Building school-based teacher learning communities: Professional strategies to improve student achievement. Teachers College Press.
Merchant, Z., Goetz, E. T., Cifuentes, L., Keeney-Kennicutt, W., & Davis, T. J. (2014). Effectiveness of virtual reality-based instruction on students’ learning outcomes in K-12 and higher education: A meta-analysis. Computers & Education, 70, 29–40.
Mertens, D. M. (2019). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods. Sage publications.
Moreno-Ruiz, L., Castellanos-Nieves, D., Braileanu, B. P., González-González, E. J., Sánchez-De La Rosa, J. L., Groenwald, C. L. O., & González-González, C. S. (2019). Combining flipped classroom, project-based learning, and formative assessment strategies in engineering studies. International Journal of Engineering Education, 35(6), 1673–1683.
Neff, K. D., & Germer, C. K. (2013). A pilot study and randomized controlled trial of the mindful self‐compassion program. Journal of Clinical Psychology, 69(1), 28–44.
Preston, A. I. (2016). Effects of Singapore model method with explicit instruction on math problem solving skills of students at risk for or identified with learning disabilities. The University of North Carolina at Charlotte.
Prince, M. J., & Felder, R. M. (2006). Inductive teaching and learning methods: Definitions, comparisons, and research bases. Journal of Engineering Education, 95(2), 123–138.
Roberts, S. M., & Pruitt, E. Z. (2008). Schools as professional learning communities: Collaborative activities and strategies for professional development. Corwin Press.
Ryder, R. J., Burton, J. L., & Silberg, A. (2006). Longitudinal study of direct instruction effects from first through third grades. The Journal of Educational Research, 99(3), 179–192.
Schug, M. C. (2003). Teacher-centered instruction. Where Did Social Studies Go Wrong, 94–110.
Stockard, J., Wood, T. W., Coughlin, C., & Rasplica Khoury, C. (2018). The effectiveness of direct instruction curricula: A meta-analysis of a half century of research. Review of Educational Research, 88(4), 479–507.
Stuart, E. A., & Rubin, D. B. (2007). BEST PRACTICES IN QUASI-EXPERIMENTAL. Best Practices in Quantitative Methods.
Waddington, H., Aloe, A. M., Becker, B. J., Djimeu, E. W., Hombrados, J. G., Tugwell, P., Wells, G., & Reeves, B. (2017). Quasi-experimental study designs series—paper 6: risk of bias assessment. Journal of Clinical Epidemiology, 89, 43–52.
William McKenna, J., & Parenti, M. (2017). Fidelity assessment to improve teacher instruction and school decision making. Journal of Applied School Psychology, 33(4), 331–346.
Archer, A. L., & Hughes, C. A. (2010). Explicit instruction: Effective and efficient teaching. Guilford Publications.
Bennett, A., Bridglall, B. L., Cauce, A. M., Everson, H. T., Gordon, E. W., Lee, C. D., Mendoza-Denton, R., Renzulli, J. S., & Stewart, J. K. (2004). All Students Reaching The Top: Strategies for Closing Academic Achievement Gaps. A Report of the National Study Group for the Affirmative Development of Academic Ability. North Central Regional Educational Laboratory.
Council, N. R., Education, C. for, Science, C. on, & Preparation, M. T. (2001). Educating teachers of science, mathematics, and technology: New practices for the new millennium. National Academies Press.
Darling-Hammond, L., & Snyder, J. (2000). Authentic assessment of teaching in context. Teaching and Teacher Education, 16(5–6), 523–545.
Geller, G., Tambor, E. S., Bernhardt, B. A., Fraser, G., & Wissow, L. S. (2003). Informed consent for enrolling minors in genetic susceptibility research: A qualitative study of at-risk children’s and parents’ views about children’s role in decision-making. Journal of Adolescent Health, 32(4), 260–271.
Lietaert, S., Roorda, D., Laevers, F., Verschueren, K., & De Fraine, B. (2015). The gender gap in student engagement: The role of teachers’ autonomy support, structure, and involvement. British Journal of Educational Psychology, 85(4), 498–518.
Magliaro, S. G., Lockee, B. B., & Burton, J. K. (2005). Direct instruction revisited: A key model for instructional technology. Educational Technology Research and Development, 53(4), 41–55.
McLaughlin, M. W., & Talbert, J. E. (2006). Building school-based teacher learning communities: Professional strategies to improve student achievement. Teachers College Press.
Merchant, Z., Goetz, E. T., Cifuentes, L., Keeney-Kennicutt, W., & Davis, T. J. (2014). Effectiveness of virtual reality-based instruction on students’ learning outcomes in K-12 and higher education: A meta-analysis. Computers & Education, 70, 29–40.
Mertens, D. M. (2019). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods. Sage publications.
Moreno-Ruiz, L., Castellanos-Nieves, D., Braileanu, B. P., González-González, E. J., Sánchez-De La Rosa, J. L., Groenwald, C. L. O., & González-González, C. S. (2019). Combining flipped classroom, project-based learning, and formative assessment strategies in engineering studies. International Journal of Engineering Education, 35(6), 1673–1683.
Neff, K. D., & Germer, C. K. (2013). A pilot study and randomized controlled trial of the mindful self‐compassion program. Journal of Clinical Psychology, 69(1), 28–44.
Preston, A. I. (2016). Effects of Singapore model method with explicit instruction on math problem solving skills of students at risk for or identified with learning disabilities. The University of North Carolina at Charlotte.
Prince, M. J., & Felder, R. M. (2006). Inductive teaching and learning methods: Definitions, comparisons, and research bases. Journal of Engineering Education, 95(2), 123–138.
Roberts, S. M., & Pruitt, E. Z. (2008). Schools as professional learning communities: Collaborative activities and strategies for professional development. Corwin Press.
Ryder, R. J., Burton, J. L., & Silberg, A. (2006). Longitudinal study of direct instruction effects from first through third grades. The Journal of Educational Research, 99(3), 179–192.
Schug, M. C. (2003). Teacher-centered instruction. Where Did Social Studies Go Wrong, 94–110.
Stockard, J., Wood, T. W., Coughlin, C., & Rasplica Khoury, C. (2018). The effectiveness of direct instruction curricula: A meta-analysis of a half century of research. Review of Educational Research, 88(4), 479–507.
Stuart, E. A., & Rubin, D. B. (2007). BEST PRACTICES IN QUASI-EXPERIMENTAL. Best Practices in Quantitative Methods.
Waddington, H., Aloe, A. M., Becker, B. J., Djimeu, E. W., Hombrados, J. G., Tugwell, P., Wells, G., & Reeves, B. (2017). Quasi-experimental study designs series—paper 6: risk of bias assessment. Journal of Clinical Epidemiology, 89, 43–52.
William McKenna, J., & Parenti, M. (2017). Fidelity assessment to improve teacher instruction and school decision making. Journal of Applied School Psychology, 33(4), 331–346.
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