Abstract

This study focused on the viewpoints of students toward direct instruction. It was conducted at the San Pablo City Integrated High School, Division of San Pablo City. The respondents were learners who did not meet the expectation for the subject. The study was conducted at San Pablo City Integrated High School during the EOSY 2021-2022. The input of the research is to design a remedial learning plan based on the responses of the students. The study utilized qualitative research in a case study setting. The case study interview was recorded and the thematic analysis codes were given in harmony with their responses. From the codes themes were assembled to have the findings of the study. From the findings a learning plan was set up. The findings show that the codes processed form the responses the viewpoints of learners toward direct instruction give these themes as responses – delivery of the lesson, lesson retention, coping with the learning process, prior knowledge in the subject, and learning gap. With these responses, a remedial learning plan was prepared. This holistic research encompasses the viewpoints of remedial students on the direct instruction utilized during remedial class. The input for a learning plan was solely based on the responses of the learners.

Keywords: direct instruction, remediation, learning plan, thematic analysis

 

References

Adams, G., & Carnine, D. (2003). Direct instruction. Handbook of learning disabilities, 403-416.

Ardasheva, Y., Norton-Meier, L., & Hand, B. (2015). Negotiation, embeddedness, and non-threatening learning environments as themes of science and language convergence for English language learners. Studies in Science Education, 51, 201 – 249.

Bhola, S. & Parchoma, G. (2015). Comparative perspectives on chemistry teaching and learning in higher education. In Preciado Babb, P., Takeuchi, M., & Lock, J. (Eds.). Proceedings of the IDEAS: Designing Responsive Pedagogy Conference, pp. 168-177. Calgary, Canada: Werklund School of Education, University of Calgary.

Cadette, J., Wilson, C., Brady, M., Dukes, C., & Bennett, K. (2016). The Effectiveness of Direct Instruction in Teaching Students with Autism Spectrum Disorder to Answer “Wh-” Questions. Journal of Autism and Developmental Disorders, 46, 2968-2978.

Caffarella, R. S., & Daffron, S. R. (2013). Planning programs for adult learners: A practical guide for educators, trainers, and staff developers (3rd ed.). San Francisco, CA: John Wiley.

Chen, H., & Yu, P. (2016). Closing achievement gaps and beyond: teachers’ reactions to the remedial education policy in Taiwan. Asia Pacific Education Review, 17, 609-624.

Chou, C. (2017). An analysis of the 3D video and interactive response approach effects on the science remedial teaching for fourth grade underachieving students. Eurasia Journal of Mathematics, Science and Technology Education, 13, 1059-1073.

Frampton, S., Shillingsburg, M., & Simeone, P. (2020). Feasibility and preliminary efficacy of direct instruction for individuals with autism utilizing speech-generating devices. Behavior Analysis in Practice, 1-11.

Heward, W. L., & Twyman, J. S. (2021). Teach more in less time: Introduction to the special section on direct instruction. Behavior Analysis in Practice, 14(3), 763-765.

Ho, J. (2016). English remedial instruction to enhance low-achieving students’ vocabulary. Issues in Language Studies, 5.

Hu, W. (2016). Effects of a training workshop on Taiwan teachers’ remedial instruction: Results from a case study. International Journal of Education, 8, 61-72.

Huang, C., & Yang, S. (2015). Effects of online reciprocal teaching on reading strategies, comprehension, self-efficacy, and motivation. Journal of Educational Computing Research, 52, 381 – 407.

Jabbar, A. (2020). Creating language awareness: Teaching and learning of remedial grammar and vocabulary for effective language use. Applied Linguistics Research Journal.

Kalaivani, D. (2016). Remedial teaching for slow learners in physical science. International journal of scientific research, 5.

Khalid, M., & Anjum, G. (2019). Use of remedial teaching approaches for dyslexic students: Experiences of remedial teachers working in urban Pakistan. Cogent Psychology, 6.

Klahr, D., & Nigam, M. (2004). The equivalence of learning paths in early science instruction: Effects of direct instruction and discovery learning. Psychological Science, 15, 661 – 667.

McMullen, F., & Madelaine, A. (2014). Why is there so much resistance to direct instruction? Australian Journal of Learning Difficulties, 19(2), 137-151.

Modi, S., R., B., & K., L. (2021). Effect of remedial teaching on academic performance of poorly performing students in pharmacology: a quasi-experimental study. International Journal of Basic & Clinical Pharmacology.

Ofori Debrah, Nasiru Inusah & Joseph Yaw Dwommor (2021). Students’ satisfaction with accounting teachers’ lesson delivery, the role of perceived quality of lesson delivery in Ghanaian senior high schools. Business and Economic Research, 11(1), 109-124.

Rini, D. & Prabawanto, S. (2020). Mathematics remedial teaching under model of countenance stake for a senior high school in Bandung. Journal of Physics: Conference Series, 1521.

Rolf, K. & Slocum, T. (2021). Features of direct instruction: Interactive lessons. Behavior Analysis in Practice, 14, 793 – 801.

Sasalia, P. & Abidin, S. (2020). Senior high schools’ teachers and students’ needs for the e-learning in a remedial program of mathematics. Journal of Physics: Conference Series, 1521.

Schmid, S. (2015). Does inquiry-learning support long-term retention of knowledge? International Journal of Learning, Teaching and Educational Research, 10(4).

Senajuk, W. (2016). Science Teaching in 21st Century. International Journal of Research in Education Methodology, 7, 1337-1344.

Shillingsburg, M., Bowen, C., Peterman, R., & Gayman, M. (2015). Effectiveness of the direct instruction language for learning curriculum among children diagnosed with autism spectrum disorder. Focus on Autism and Other Developmental Disabilities, 30, 44 – 56.

Simonsmeier, B. A., Flaig, M., Deiglmayr, A., Schalk, L., & Schneider, M. (2022). Domain-specific prior knowledge and learning: A meta-analysis. Educational psychologist, 57(1), 31-54.

Slocum, T. A., & Rolf, K. R. (2021). Features of direct instruction: Content analysis. Association of Behavior Analysis International.

Sreedhar, S., & Appunni, S. (2021). Effectiveness of remedial teaching for improving the academic performance of poorly performing phase 1 medical students in biochemistry discipline at Government Medical College, Kozhikode, Kerala. Journal of Evidence Based Medicine and Healthcare.

Sund, P. (2016). Discerning selective traditions in science education: A qualitative study of teachers’ responses to what is important in science teaching. Cultural Studies of Science Education, 11, 387-409.

Taukeni, S. (2019). Providing remedial support to primary school learners within their zone of proximal development. South African Journal of Childhood Education.

Twyman, J. (2021). The Evidence is in the Design. Perspectives on Behavior Science, 44, 195 – 223.

Warner, S., & Kaur, A. (2017). The perceptions of teachers and students on a 21st century. International Electronic Journal of Mathematics Education, 1.

Wenno, H. (2014). Direct instruction model to increase physical science competence of students as one form of classroom assessment. International Journal of Evaluation and Research in Education, 3(3), 169-174.