چکیده (انگلیسی):

The major objective of the study was to determine the role of the direct teaching method in the
academic achievement of students in English at the secondary level. To achieve the said objective,
the Solomon Four-Design pre-test/post-test equivalent group design was considered to be the most
useful design for this study. The pre-test was used to measure the achievement. The pre-test was
used only to equate the control and experimental groups. Thus, the Solomon four-group design
was applied for treatment of the data. The experimental group was taught by the direct method,
while the control group was taught by the traditional method for a period of six weeks. At the end
of the treatment, a post-test was administered and scores of pre-test and post-test were served as
data for the study. Applying t-test and analysis of variance tested to know the significance of
difference between the scores of groups at 0.05 levels. After analyzing the secured data it was
concluded that the direct teaching method was more effective as a teaching-learning technique for
English compared to the traditional teaching method. Students in the direct teaching method
outscored the students working in the traditional learning situation. Low achievers in the direct
teaching showed significant superiority over low achievers learning English by the traditional
method. Thus, direct teaching was found to be a more effective method for quality teaching of
English to the low achievers as compared to the traditional method of teaching. High achievers,
whether they were taught English by the direct or traditional method, retained learned material at
the same rate. Low achievers who were taught English by the direct method retained more
material as compared to low achievers taught by traditional method of teaching.