Graduate Study Thesis
Master of Arts in Teaching major in English
University of Rizal System Rodriguez Rizal

2025

Explicit instruction plays a crucial role in developing mastery by guiding learners step by step from initial exposure to independence, breaking down complex skills into manageable parts to ensure deep understanding. This study examined the effectiveness of explicit instruction in enhancing mastery among Grade 7 English students, grounded in Cognitive Load Theory and Bandura's Social Learning Theory. Addressing the need for structured, learner-centered instruction under the new curriculum, the research used a sequential explanatory mixed method design. Quantitative data were collected from a control group using conventional teaching and two experimental groups employing explicit instruction, then analyzed through pretest and posttest scores using t-tests. Qualitative data from student and teacher interviews supported these findings by highlighting how the structured, feedback-driven process improved understanding and engagement. Results showed that while all groups improved, those exposed to explicit instruction demonstrated significantly higher mastery. Students also reported increased confidence and clarity in learning. The instructional design minimized cognitive overload and enhanced learning through guided practice. Based on these findings, it is recommended that explicit instruction be adopted more broadly in junior high school English classes to improve academic performance, promote student confidence, and support lasting mastery of skills.