American Journal of Educational Research
ISSN (Print): 2327-6126 ISSN (Online): 2327-6150 Website: http://www.sciepub.com/journal/education Editor-in-chief: Ratko Pavlović
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American Journal of Educational Research. 2017, 5(5), 574-578
DOI: 10.12691/education-5-5-16
Open AccessArticle

Structured Content Reading Instruction vs. Direct Instruction: Their Implication on Students’ Achievement, Reading Comprehension and Critical Thinking in Mathematics

Rizhaly B. Maandig1, , Laila S. Lomibao1 and Charita A. Luna1

1University of Science and Technology of Southern Philippines, Lapasan Cagayan de Oro City

Pub. Date: June 07, 2017

Cite this paper:
Rizhaly B. Maandig, Laila S. Lomibao and Charita A. Luna. Structured Content Reading Instruction vs. Direct Instruction: Their Implication on Students’ Achievement, Reading Comprehension and Critical Thinking in Mathematics. American Journal of Educational Research. 2017; 5(5):574-578. doi: 10.12691/education-5-5-16

Abstract

Teaching students to read mathematically through the use of reading strategies train them to think critically and comprehend mathematics text. Reading strategies were so popular and proven effective in teaching language, but their effectiveness in mathematics classroom remains controversial among mathematics teacher. Hence, this study was undertaken to determine the significant impact of two approaches of teaching: structured content reading instruction and direct instruction on students’ mathematics achievement, reading comprehension and critical thinking skills. Structured content reading instruction was well designed reading instruction that exposed students to reading strategies during pre -reading, during and post reading activities. Direct instruction was highly organized teacher led instruction that engaged students to daily review, corrective assessment and independent practice. The participants of the study were four intact classes at PHINMA Cagayan de Oro College. Pretest –posttest quasi-experimental control group designed were used as research design. Analysis of covariance revealed that there is evidence that structured content reading teaching approach has improved the scores of the students in reading comprehension test. However for achievement and critical thinking, the effects of structured and direct instruction are comparable. The result implied that structured content reading instruction is effective in improving students’ reading comprehension. Hence, the researcher recommends that teacher may use both methods in teaching mathematics to enhance students’ reading of mathematical terms, achievement and critical thinking.

Keywords:
mathematics reading comprehension mathematics achievement

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