THE EFFECTIVENESS OF DIRECT INSTRUCTION IN

TEACHING ENGLISH IN ELEMENTARY PUBLIC

EDUCATION SCHOOLS IN KUWAIT:
A RESEARCH CASE STUDY
ZAID AL-SHAMMARI, P H . D .
Assistant Professor of Curriculum and Instruction-Special Education
Coordinator of Education
Gulf University for Science and Technology
Block 5, Building I Mubarak Al-Abullah Area/West Mishref
Kuwait

HussAiN AL-SHAROUFI, P H X ) .
Assistant Professor of Linguistics
Gulf University for Science and Technology
Block 5, Building I Mubarak Al-Abullah ArealWest Mishref
Kuwait

THOMAS D . YAWKEY, P H . D .
Professor Emeritus of Curriculum and Instruction
The Pennsylvania State University,
204 Chambers Building
University Park, Pennsylvania 16802
USA

This paper focuses on the effectiveness of direct instruction in

improving non-native student achievement in English learning.
The study involved two groups in two English classes. Groups
were selected from two different elementary public schools in
the State of Kuwait. Study parameters were derived from a
review of the literature and scientific research methodologies.
Group one (experimental group) received direct instruction and
group two (control group) did not receive direct instruction. The
stages of direct instruction development, methods of validating
designed direct instruction, application of the designed direct
instruction, data collection and analysis procedures were proper-
ly defined. Study results indicated that children in the
experimental class generally benefited from receiving direct
instruction. This .study has shown beyond doubt that direct
instruction is a very effective approach in teaching English as a
foreign language. The mean of the experimental group (3.52)
was greater than that for the control group (1.09). The standard
deviation (SD) for the experimental group was 1.40. while the
control group's was l.!9. The mean rank of the experimental
group was 30.52. while the control group's was 13.86. The test
statistics (Z) was 4.427 with a P-value (0.0(X)). The mean rank
of the experimental group was also greater than that of the con-
trol group. More specifically, these tests indicated that using a
direct instruction approach with the experimental group had bet-
ter results compared to the control group (traditional method) in

80
 Effectiveness of Direct Instruction... / 81

terms of student achievement. Direct instruction, which is more

time-efficient in the classroom, can contribute substantially to
the introduction of new methods such as pragmatics and con-
versational analysis that will improve English fluency in a
non-native environment. Results reveal the importance of train-
ing Kuwaiti school teachers In direct Instruction proce.sses. and
of creating national awareness of the effectiveness of this
instructional approach. Demonstrating significant achievement
in a short period of time is the benchmark of success in non-
native environments. Direct instruction provides the best
alternative to traditional approaches to teaching English as a for-
eign language. Campaigns to increase policy makers" awareness
of 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 to
facilitate the implementation of direct instruction in all study

fields. ment" (Eraenkel & Wallan, 2003, p. 308).

Researchers chose two groups for this
Introduction investigative study. Group one {experi-
Since the 1960.S, the Kuwait Ministry of mental group) received direct instruction,
Education (KMOE) has been responsible while group two (control group) did not
for establishing and mandating all pro- receive direct instruction, to validate the
grams provided in the public school system main premises of this research study.
(Kuwait Ministry of Education, Law 11. Researchers decided to apply this method
1965; Kuwait Ministry of Education Annu- in an elementary school. The case study
al Report. 2004). Despite the increasing was eventually conducted in two elemen-
numberof universities that provide teacher tary schools in the State of Kuwait to
education programs in Kuwait, Kuwaiti examine the effectiveness and efficacy of
teachers still do not apply the direct instruc- direct instruction in improving student
tion approach in their classes. Similarly to achievement in two groups of 5th-grade
the U.S., professors of education and read- English classes. Researchers used this
ing specialists do not espouse the direct instruction approach when designing and
instruction approach, especially new teach- setting objectives, and modeling steps and
ers who do not have any interest In learning procedures systematically based on the
about direct instruction during their train- content of the English subject. Attention
ing programs (Schus, Tarver, & Western, was paid to student differences and abili-
2001 ). The present research study focused ties that could affect their academic
mainly on the importance of direct instruc- achievement in schools. Most current
tion as a successful approach that yields research studies (e.g., Becker & Gersten,
very positive educational results and as an 2001; Cross, Rebarber, & Wilson, 2002;
efficacious indicator of student achieve- Kinder, Kubina. & Marchand-Martella,
ment in academic learning.This study was 2005) indicate improvements in student
designed as a case study that "illustrates the achievement when applying this type of
effects of a particular intervention or treat- instruction. Also, the researchers noted
82/Education Vol. 129 No.1
similarities between their results and those
reported by other researchers in this area
of study.
Discussion and Literature Review
A direct instruction approach is a learn-
ing process, a method and a model that
designs, prepares, presents, deals, and man-
ages several organized steps, procedures,
and techniques, and even the amount of
time that lapses from initiation of its pur-
pose to the results of instruction. According
to Gersten (1984). direct instruction
involves specific ways of teaching, design-
ing curriculum, conducting in-service
education, and monitoring the performance
of teachers and students. Furthermore,
most researchers describe direct instruc-
tion as a process that breaks down the
pedagogical task into components. When
teaching according to these components,
instructofs are able to demonstrate the tech-
nique efficiently to students as a
combination of instructional components
that result in an easier and more system-
atic learning process (Slavin. 2006; Stein,
Silbert, & Camine, 1997; Watkins, 2003).
Researchers consistently support the
idea of using direct instruction in their
classes to teach basic concepts and skills
that are prerequisites to complex tasks.
Steventon and Fredrick (2003) noted the
importance of using the direct instruction
approach with specific programs that have
positive effects on students who have
undergone repeated reading interventions.
In their study, they applied Engelmann's
corrective reading series with struggling
readers. The crux of their study relied upon
the continuum of decoding strategies in
reading, the daily practice of oral reading.
the daily reading check-out with specified
rate and accuracy criteria, and a reward
system for students.
Repeated reading is an unexplored area
that requires further and more indepth
study. In fact, Arab students do lack this
crucial ability to read quickly and effec-
tively in English. Coyne, Kame'enui, and
Camine (2007) stated that reading is "the
doorway to leaming" (p. 46). Celce-Mur-
cia. Zoltan, aiid Thurrell ( 1998) stressed the
importance of direct instmction in improv-
ing communicative approaches in language
teaching. Based on their experiences in
teaching English as a foreign language in
Hungary, they advocated direct instmction
as an effective method in teaching Eng-
lish. They further found that direct L2
instruction buttresses the traditional teach-
ing grammar-translation method in
teaching English. Their study revealed that
direct instruction in language skills can
improve conversational grammar.
An evaluation of "Advantage Schools"
by Cross. Rebarber, and Wilson (2002)
showed how the program benefited from
the educators' expertise and direct instmc-
tion. and highlighted its advantages with
earlier grade students leaming in schools
that use direct instmction in reading, lan-
guage, and math. Additionally. Martella
and Waldron-Soler (2005) noted signifi-
cant educational improvements in each
area of writing for students in grades 2-5,
based on their investigation of the effects
of language in writing programs involving
140 lessons based on direct instruction.
Watkins (2003) listed the main direct
instructional components as: a program
design, organization of instruction, and
student-teacher interaction techniques. The

combination led to effective and efficient
instruction among children.
Another interesting study of the effec-
tiveness of direct instruction in teaching
main idea comprehension was conducted
by Baumann (1984). He showed that direct
instruction can play a crucial role in
improving the reading comprehension
skills, especially the identification of main
ideas, of 6th graders. The group on whom
he applied his designated direct instruc-
tion teaching plan found the experience to
be very efficacious.
Direct instruction is the responsibility
of the teacher at the beginning, and the
learner is supposed to be engaged in the
learning process. Chou Hare and Borchardt
( 1984) ob.served that direct instruction can
improve the summarization skills of minor-
ity high school students. Direct instruction
excels in specifying the analytic goals and
characteristics of reading and mathemat-
ics objectives. They observed that in their
control group improvement in discerning
central ideas such as topic sentences was
best achieved through direct instruction in
macro-rules.
Teaching anaphoric relationships to 3rd
graders was the focus of Baumann's ( 1986)
study, which depended on the application
of a direct instructional method in teach-
ing textual anaphora. In his strategy group,
he found that students outperformed their
peers in the basal group and in the control
group. The students' ability in the strate-
gy group to identify antecedents and to
recognize semantic reference far exceed-
ed their peers' semantic abilities. Based
on intensive instruction in the strategy
groups, 3rd graders could successfully
develop outstanding anaphora resolution
Effectiveness of Direct Instruction... / 83
skills. On another level, Grossen and Kelly
( 1992) showed that direct instruction is an
effective method in a Third-World con-
text. They reinforced Engelmann's idea
that direct instruction provides curricular
and teacher training programs. They found
that using direct instruction in teacher train-
ing dramatically improved the abilities of
South African teachers.
In a study of direct instruction's effect
on enhancing teachers' and students" abil-
ities, Janicki and Peterson (1981)
emphasized the effectiveness of direct
instruction in enhancing students' learn-
ing abilities by enhancing teachers'
responsibilities in the classroom. They
believed that training in direct instruction
should be varied to meet the needs of
individual teachers. Sagotsky,Wood-
Schneidler, and Konop ( 1981 ) found that
direct instruction can improve cooperation
among children when engaged in mal-
adaptive competition in a game situation.
A variety of simple and direct techniques
may be used to teach children to cooper-
ate.The instructor's direct intervention can
accelerate the cooperative learning process
among children. After conducting a review
of 45 research studies. Kinder. Kubina,
and Marchand-Martella (2005) found that
combining direct instruction and special
education was effective among disabled
students.
Becker and Gersten (2001) indicated
that low-income graduates of direct
instruction programs performed better than
comparable children with the same demo-
graphic characteristics who had not
engaged in direct instruction programs. It
was found that the latter may fail later to
master advanced knowledge, concepts, and
84/Education Vol. 129 No.1
skills. The direct instruction approach has
been shown to definitely improve partic-
ular competencies in specific areas. For
example. Becker et al. found that it was
the most efficacious method in longitudi-
nal measurement. Relating the similarities
of direct instruction as a more organized
instruction with what Ormrod (1999) men-
tioned as a "programmed instruction",
computer-based instruction has also proven
to be more effective than other traditional
instructional methods.
Coyne, Kame'enui, and Camine (2007)
stressed that important concepts, princi-
ples, facts, and theories should be the axis
of efficient and effective teaching. Other
research (e.g., Ayres. 1995) investigated
three designed treatment conditions that
enhance pre-readers' phonological aware-
ness in the kindergarten classroom context.
Ayres found that direct instruction is more
effective than other indirect instruction
methods being used to increase phono-
logical awareness, especially in the
kindergarten classroom setting. A similar
research study (Gersten, Darch. & Gleason,
1988) evaluated two groups of students at
the end of 3rd grade on the effectiveness
of direct instruction among low-income
kindergarten students, especially those at
risk. Results indicated that low-income
students' academic growth increased
among those who received direct instruc-
tion in kindergarten. Schus, Tarver, and
Western (2001) mentioned in a Wisconsin
Policy Research Institute report that "chil-
dren in the six schools are benefiting from
Direct Instruction, and the principals and
teachers involved are enthusiastic about
their projects" (p. 23). In a study of the
effect of direct instruction on improving
ethical awareness among senior high
school students. Robb and Faust (1993)
noted the possibility of achieving such
improvement. Their experiment involved
52 students—26 in the controi group and
26 in the experimental group. Both groups
were examined for moral knowledge.
Researchers found that ethical develop-
ment can be achieved through direct and
systematic discussion of conduct problems
among early adolescents.
Research Methods
Researchers used several research meth-
ods to conduct this case study. Each of
these is described below.
Selected Participant Samples
Researchers contacted and then
received approval from the Kuwait Min-
istry of Education, to conduct this case
study in public schools. After receiving
this permission, they selected two samples
from two classes in two public elementary
schools.
These two samples were selected from
two English classes being taught at the
5th-grade level. Group one (experimental
group) was composed of 21 students.
Group two (control group) was composed
of 22 students. These samples were also
chosen after researchers reviewed the pre-
vious achievements of these two 5th grade
classes in light of their equal achievement
of objectives in the last unit of a formal
curriculum provided in public schools by
the Kuwait Ministry of Education
(KMOE). They then decided to apply the
direct instruction method with the exper-
imental group. The method was applied in
the teaching of a specific unit in the Eng-

lish subject class that had been developed
to achieve one of the short-term objectives
identified for the Kuwait public education
schools for academic years 2007 and 2008.
Direct Instruction Development
Designing a lesson plan based on a
direct instruction approach is not com-
monly accomplished by most public
elementary school teachers in the Kuwaiti
public educational system. Therefore, a
direct instruction development process that
deprended on several procedures was adopt-
ed. The process involved the following
steps, first, select a formal curricular unit
being used in the Kuwait public school
system; second, share thoughts with the
teacher who teaches this experimental
class, regarding student differences based
on their abilities and needs; and third,
design a lesson plan based on a direct
instruction method. Re.searchers reviewed
tbe formal English curriculum and KMOE
English grade level objectives and then
designed a lesson plan based on direct
instruction principles.
Validity Methods of Designed Direct
Instruction
Researchers tested a lesson plan based
on direct instruction, using several face
and content validity methods. Researchers
examined the "validity" of the content, that
is, the "appropriateness, correctness, mean-
ingfulness, and usefulness" (Ormord. 1999,
p. 158). The researchers validated the con-
tent used in the English lesson that had
been designed based on direct instruction
methods. Afterwards, researchers gave this
lesson plan to two faculty members who
are professionals in education and two
Effectiveness of Direct Instruction... / 85
other head-teachers in the English depart-
ments of public elementary schools.
Eaculty members and teachers provided
comments on both the face and content
validity of the lesson plan content.
Researchers then made changes based on
their final decisions. These validity pro-
cedures were conducted to determine
whether or not this lesson plan contained
direct instruction principles and followed
the KMOE English curricular objectives
for the 5th-grade level.
Application of Designed Direct Instrution
Researchers used a lesson based on
direct instruction and followed several pro-
cedures described below.
First, researchers introduced and
explained all components, principles, and
procedures of direct instruction. Second,
researchers modeled the direct instruction
of the English unit lesson for the teacher
who was teaching the experimental class.
Third, the teacher practiced the designed
lesson in front of the researchers. The
teacher applied and used the direct instruc-
tion approach in a unit selected from the
English subject curriculum for his class,
which was the experimental class. Fourth,
after teaching this class, the teacher then
tested his students at the end of the lesson
period.
Data Collection and Analysis Procedures
Several data collection and analysis proce-
dures were used. Each Is described in the
following paragraphs.
Data collection procedures mainly
focused on the ways the researchers gath-
ered data and coded it in SPSS, a program
86/Education Vol. 129 No. 1

-Q4

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

used to analyze data. The maiti data col- Results

lection method was the use of a sitnilar test
given to students involved in this study.
The test was designed and based on a direct
instruction method. 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). Data
analysis procedures were used to deter-
mine which tests would be useful in
analyzing data. Researchers decided to use
tests such as a T-test and Mann-Whitney
test.
Table 1 shows the summary statistics
(average, standard deviation) for the data
for the two samples (experimental group
and control group). This analysis can be
used to test for statistically significant dif-
ferences between the two samples. The
mean for the experimental group (3.52)
was greater than that for the control group
( 1.09). The standard deviation (SD) for the
experimental group was 1.40. while that
for the control group was 1.19

Tiible I shows the frequency distribution for these two sample groups.

Measure G=C G=E Difference T-test ( P-vaiues.)

Count 22 21
Average 1.09091 3.52381
2.43 6.145(0.000)
Standard
1.1916 1.40068
Deviation

Also, there was a statistically significant
difference between the two means for these
two sample groups. The T-test shows that
the null hypothesis is equal means versus
the 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 the
experimental group would be greater
than that for the control group.
On the other hand, the researchers used
the Mann-Whetney test (Non-Parametric)
to test the mean ranks of these two groups,
whether equal or greater (Andersen, Boi-
gan, Gill, & Keiding (1993). The mean
rank for the experimental group was 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 the
results shown in Table 1. The mean rank
for the experimental group was also greater
than the mean rank for the control group.
More specifically, these tests indicated that
using a direct instruction approach with
the experimental group led to better results
when compared to the results for the con-
trol group (traditional method) in terms of
student achievement.
Conclusion
In the course of this case study, the
researchers sought to implement an
approach considered novel in the Kuwaiti
educational environment. They observed,
based upon the aforementioned experi-
mental grounds, that direct instruction can
definitely improve students" performance
in English. Fraenkel, Becker, and Gersten
(2001), Cross, Rebarber, and Wilson
(2002), and Kinder, Kubina. and Marc-
Effectiveness of Direct Instruction... / 87
hand-Martella (2005d) all reported simi-
lar results regarding the efficacy of direct
instruction in improving student achieve-
ment. Our results verified the claim that
direct instruction is the answer to improv-
ing comprehension in the EFL (English as
a foreign language) classroom. In fact, one
of the main problems in EFL is acquiring
comprehension skills in a stringent time
period. This particular problem can be
overridden if direct instruction is adopted
as a comprehensive approach in English
curricula applied in Kuwait. Baumann
found that direct instruction is effective in
improving reading comprehension skills;
this coincides completely with the sub-
stantial results for our experimental group.
This case study has shown that major
change can occur if time is properly uti-
lized in the EFL classroom. Direct
instruction enables significant achieve-
ment in a short span of time. Strategies for
teaching more in less time are highlight-
ed in the work of Binder and Watkins
(1990). The outcomes of this study are
closely analogous to their results and find-
ings. They reiterate Hngelmann's emphasis
on the wide adoption of direct instruction
in U.S. schools in order to overcome basic
learning crises. In the Kuwait context, the
researchers believe that direct instruction
can improve teaching English as a foreign
language in paiiicular and teaching other
materials in general. The crux of the mat-
ter lies in concise and effective teaching
that directly targets cognitive processes
that can be applied to solve further struc-
tural problems. The philosophy of direct
instruction stems from the important corol-
lary that teaching should be very compact,
concentrated, and penetrating. From this
88 /Education Vol. 129 No. 1
logical and pedagogical stance, direct
instruction can be the most effective
answer to solving comprehension prob-
lems in English language teaching among
non-native learners of English.
The researchers firmly believe that
teachers in Kuwaiti schools should be
trained to implement direct instructional
processes in their classrooms. This step
necessitates national awareness of the
effectiveness of this instructional approach.
Direct instruction provides the best alter-
native to traditional approaches to teaching
English as a foreign language. This peda-
gogical awareness necessitates the political
backing that will lead to national educa-
tional reform. While this may be thought
to be too tremendous a task, results from
this case study reflect the need to move
toward implementation of direct instruc-
tion in all study fields.
It is recommended that the KMOE
adopt this highly efficacious and effective
instructional approach in public schools.
A general awareness campaign should be
developed to define and teach this new
approach to educators so that they may
apply it effectively in Kuwaiti schools.
This aim can be reached as follows: First,
teachers should receive training sessions
in direct instruction that introduce them to
the main premises and goals of this inno-
vative approach. Second, it should be
emphasized that direct instruction is very
effective in teaching English as a foreign
language. In fact, it helps teachers reach
their pedagogical goals in a short time by
enhancing students" comprehension skills
rather than memorization. Third. based on
the results of this study, one can safely say
that direct instruction can be very effective
in Arabic language teaching, too, Kuwaiti
students particularly suffer from old
instructional methodologies. Remedying
this situation will entail new curricula that
are entirely based on direct instruction.
Clearly, direct instruction can be effective
in teaching reading skills in Arabic and
English. Cognitive skills will be targeted
to enable students to become better lin-
guistic performers and interlocutors. The
authors strongly recommend further
research in direct instruction in all mate-
rials, starting with English and Arabic. This
first step will improve the quality of edu-
cation in Kuwaiti schools in the near future.
Special Note:
We wish to thank the Secretary of
the Ministry of Education in the
State of Kuwait for all efforts and
assistance provided to us as we con-
ducted this research in the public
elementary education schools. Our
appreciation extends to the teachers
of experimental and control groups,
especially the teacher of the exper-
imental group who used a direct
instruction approach in his class. We
are thankful for their efforts to
achieve the aim of this research and
to investigate the effectiveness of
direct instruction in Kuwaiti ele-
mentary school classrooms.

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