Abstract

• The main purpose of this study is to investigate the achievement differences in geometry between Grade Six students those who are taught by using indirect instruction and those who are taught by using direct instruction. It is an experimental research and the design adopted in this study was posttest only control group design. Yankin and South Okkalapa townships were randomly selected from four strata in Yangon City Development Area. One high school from each township was also randomly selected. The participants in this study were (120) Grade Six students and they were randomly selected from each school. Sixteen lesson plans and posttest were developed based on Chapter (7), Area and Volume, from Grade Six Mathematics Textbook Volume (II). Level of posttest items were based on the four levels of Bloom Taxonomy: knowledge, comprehension, application and analysis. During the study period, the experimental groups were provided instruction with indirect instruction and control groups were provided instruction with direct instruction. The duration of the study period was two weeks. The posttest scores were analyzed by using independent samples t-test to examine the differences in achievement result between experimental and control groups. The result of the study showed that there was a significant difference in the achievement in geometry between the experimental and control groups in each selected school. This finding pointed out that using indirect instruction is significantly better on students’ achievement in geometry than using direct instruction. It can be suggested that teachers who teach geometry should use indirect instruction to improve in students’ achievement result.