Integrating direct instruction methods
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Abstract
This study investigates the effectiveness of integrating Direct Instruction (DI) methods into the teaching of computer skills within the context of a Palestinian university. DI is a structured, evidence-based teaching model designed to promote mastery through scripted lessons, scaffolded support, and continuous assessment. Although DI has demonstrated strong outcomes in general and special education contexts, its application in computer literacy instruction, particularly in Arabic-speaking, resource-limited settings, remains underexplored. This quasi-experimental study compares the learning gains of two groups of undergraduate students: one receiving DI-based instruction and the other taught using conventional learner-centred methods. Over six weeks, students in the DI group engaged in highly structured lessons targeting file management, word processing, and safe internet practices. Results from pre- and post-tests reveal that the DI group achieved significantly higher gains, with extremely large effect sizes across all measures. The findings suggest that DI offers a viable, pedagogically sound alternative to conventional teaching approaches in skill-based courses where structure, mastery, and assessment-driven instruction are prioritised. The study also considers the potential benefits of integrating collaborative learning strategies to complement DI’s structured format and promote learner engagement. Recommendations are provided for curriculum designers, ICT instructors, and policymakers seeking to improve digital competence outcomes in comparable educational contexts.
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