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    Effects of Direct versus Indirect Instruction on Problem-Solving

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    poster, Kalamazoo College only (108.7Kb)
    Date
    2004
    Author
    Raddatz, Jennifer
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    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.
    URI
    http://hdl.handle.net/10920/4403
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    • VanLiere Symposium Posters [232]

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