EFFECTIVENESS OF EXPLICIT DIRECT INSTRUCTION IN THE WRITING COMPOSITIONS OF GRADE 11 SENIOR HIGH SCHOOL STUDENTS

Morina Y. Batin¹, Cristie Ann L. Jaca²

1. Department of Education, Mandaue City Comprehensive National High School
2. Cebu Technological University

Abstract
This study aimed to determine the effectiveness of the Explicit Direct Instruction (EDI) Method in enhancing the writing abilities of Grade 11 students. Grounded in Explicit Direct Instruction (Hollingsworth, 2009). The primary objective was to determine the effectiveness of the Explicit Direct Instruction Method through pretest and posttest assessments across writing tasks, while identifying significant improvement during the intervention. The sample for this study consists of eleventh-grade students with low ability in Writing. Using a quasi-experimental one-group pretest–posttest design, the study assessed students’ performance in four areas of writing across disciplines, namely narration, description, cause and effect, and comparison and contrast. Findings revealed that Grade 11 students initially performed at the Beginning level across all competencies, with weaknesses in content development, organization, grammar, and mechanics. The findings underscore the importance of fostering clear and direct instruction, high levels of student engagement, and structured lesson formats, suggesting implications for educational practices aimed at enhancing written skills. After the implementation of EDI, students demonstrated significant improvement, with narration reaching a Proficient level and the other areas improving to Developing. T-test results showed highly significant differences (p < .001) between pre-test and post-test scores, with large effect sizes indicating a strong impact of the intervention. The study concludes that Explicit Direct Instruction is an effective pedagogical method for improving senior high school students’ writing performance. Recommendations include implementing targeted writing intervention strategies, integrating Explicit Direct Instruction, and training in teacher development programs. Overall, this study advocates for the systematic incorporation of Explicit Direct Instruction to empower students’ written compositions.

Keywords: explicit direct instruction, effectiveness, senior high school, teaching and learning, writing compositions

Article Type: Open Access

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