The effects of a 15-minute direct instruction intervention in the regular mathematics class on students' self-efficacy and achievement

While the Direct Instruction experimental intervention employed in this thesis was based on the Engelmann model it differs in fundamental aspects. Specifically designed to cater for the diverse academic levels present in any given classroom it aimed to accommodate and elevate every student’s academic skill level. Satisfactory academic performance is composed of a balance of, on the one hand possessed skills and on the other a certain belief in self. Given that self-efficacy is well accepted as an accurate predictor of academic performance the study also examined the effects of the intervention on students’ self-efficacy from the perspective of Bandura’s (1986) social cognitive theory. Since the decline in student self-belief over the transition years has long been recognised as a problem, the study was conducted in 54 regular Year 7 mathematics classrooms comprising 967 students. With at risk students forming a subsidiary focus, socioeconomic status was a relevant consideration in the selection of schools. Employing a pretest-posttest control group design, the experimental intervention was implemented in the first 15 minutes of the regular mathematics lesson. The data were collected immediately prior to administering the experimental intervention and shortly after the trial period concluded. Pretesting both groups enabled the scores to be used as a statistical control, to analyse gain scores. Analysis of the questionnaire data showed no significant change in the self-efficacy beliefs of the control group, whereas in contrast, there was a significant gain in the self-efficacy beliefs of the experimental group. Analysis of the mathematics assessment data showed a significant growth in mathematics achievement for both the control and experimental groups. Pretest comparison showed that the difference in the means for the two groups was statistically significant in favour of the control group, whereas the posttest difference was trivial and not statistically significant. This revealed a particularly significant achievement overall in favour of the experimental group. Significantly, the biggest growth in mathematical achievement in the entire study appeared in the experimental group regarded most at risk. Overall it was found the behaviourally based Direct Instruction intervention had a positive effect on mathematical achievement and self-efficacy. The findings in this study add to the existing body of evidence attesting to the effectiveness of competently designed, properly implemented teacher-directed programs in the important though often neglected mathematical domain of laying the foundational skills. It is to be hoped they also contribute to the long-standing debate between teacher-directed and constructivist student-directed learning adherents by illustrating that some skills are better acquired through one approach and some through the other. The research and literature reviewed herein shows that in the employment and cultivation of higher order skills where reasoning and reflection are required, a constructivist approach would seem more appropriate. But when it comes to the acquisition of basic mathematical skills the findings in this study clearly show a competently designed, properly implemented teacher-directed approach is ideally suited.