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USING INSTRUCTIONAL STRATEGIES TO ENHANCE STUDENT ACHIEVEMENT
Abstract
There has been a recent upsurge of interest in the use of instructional strategies by classroom teachers and how the use of those strategies affects the academic achievement of students. The authors of this article reviewed the use of Marzano’s 21 research-based instructional strategies by classroom teachers in schools classified as Achieving and Needs Improvement. This article reports the frequency in which teachers in both types of schools perceived that they used the strategies and the extent to which there was a difference in the use of the strategies in the two types of schools. The findings support the need for teachers to be situational in their application of instructional strategies. First, they need to assess the instructional needs of each student, then, align the appropriate strategy with the assessed needs.
Keywords: instructional strategies, student achievement, achieving schools, school improvement