This study had two major purposes. First, the study was aimed at providing a statistical statement about the overall magnitude of the effects produced by problem-solving instruction. The second purpose was to provide a description of the relationship between study findings and study characteristics making it possible to determine the particular conditions and circumstances in which problem solving promotes effective learning. / Sixty-eight experimental studies were collected and integrated using meta-analysis techniques to reach the aforementioned goals. The data set was based on 343 effect sizes that were Jackknifed by Tukey's technique. This is an inferential technique which takes into account the interdependencies in a large set of estimated ESs in a meta-analysis. / The problem-solving instruction method produced an average effect size of up to .54 standard deviations. In other words, students exposed to this method of instruction exhibited a superiority of .54 standard deviations as compared to the control group students (no problem-solving instruction). The 95 percent confidence interval calculated (.37 to .71) indicates the superiority of problem-solving instruction over no problem-solving instruction in enhancing student achievement in science and mathematics. / To determine the particular conditions and circumstances in which problem-solving instruction enhances student achievement, analysis of variance and regression tests were conducted. On the basis of the studies collected, several variables were found to be statistically related to problem-solving instruction: (a) The source of the study, especially studies published in journals, contributed significantly to the overall effect size of this study. (b) The length of instruction, appeared to be one of the best descriptors of problem-solving instruction. When studies lasted a period of time of 5 to 10 weeks, the effectiveness of the instruction was superior to those studies that lasted 16 to 20 weeks. When instruction lasted more than 20 weeks, the effects were significant but the tendency was to create negative results. (c) The inquiry method was another variable that was related to the effectiveness of problem-solving instruction. (d) Biology and elementary school science also seemed to produce significant results. However, when studies were analyzed by subject matter (science and mathematics), the results did not reach statistical significance. It appears to be that problem-solving instruction is independent of any particular content within science and mathematics. / Source: Dissertation Abstracts International, Volume: 46-01, Section: A, page: 0023. / Thesis (Ph.D.)--The Florida State University, 1984.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_75474 |
| Contributors | CURBELO, JOSE., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 170 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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