Effects of Direct versus Indirect Instruction on Problem-Solving
Abstract
The purpose of this study was to conduct a comparative analysis of the effects
of direct instruction and indirect instruction on problem-solving skills of eight students,
who were referred because of poor decision-making skills. Participants were fifthgrade
students enrolled in a summer school program for a month. The hypothesis
was that students in the direct-instruction condition would demonstrate stronger
problem-solving skills compared to the students in the indirect-instruction condition.
There was no analysis of results due to flaws in the design of the study.
Nevertheless, understanding how this problem-solving model was implemented can
prove to be beneficial for researchers conducting this type of study in the
future.