Teachers' reported use of marzano's instructional strategies in United Arab Emirates K-12 schools

Abdurrahman Ghaleb Almekhlafi, Sadiq Abdulwahed Ismail, Abdelmoniem Ahmed Hassan

Research output: Contribution to journalArticlepeer-review

1 Citation (Scopus)


Successful teaching depends on many factors, including the application of effective instructional strategies. However, teacher perception of instructional strategy application in the classroom is of paramount importance. Empirical research conducted by Marzano and others showed that there are instructional strategies that improve teaching outcomes. Based on his pedagogical research, Marzano suggested nine instructional strategies that teachers could use for effective teaching. The present study investigated teachers' reported use and implementations of those instructional strategies in their own classes. The study participants included 512 teachers from K-12 schools in the United Arab Emirates. The differences between participants concerning their reported utilization of Marzano's strategies were also investigated. The results of the study showed that teachers in the United Arab Emirates (UAE) are very much aware of and familiar with Marzano's instructional strategies. Other results also demonstrate that UAE schools' teachers have already been practicing Marzano's instructional learning strategies in addition to the contextual common practice strategies that they have been trained to use and have adapted in their own classes. However, differences between teachers' reported use were not prevalent. Recommendations are provided and the implications of the study's findings are discussed.

Original languageEnglish
Pages (from-to)325-340
Number of pages16
JournalInternational Journal of Instruction
Issue number1
Publication statusPublished - 2020


  • Instruction
  • K-12 schools
  • Learning
  • Marzano
  • Marzano's instructional strategies
  • Teachers' report

ASJC Scopus subject areas

  • Education


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