Problem-Solving Instruction and Students' Acquisition, Retention and Structuring of Economics Knowledge.

Abstract

This experiment investigated the effects of problem-solving instruction on knowledge acquisition, retention, and structuring in contrast to expository instruction in high school social studies. A non-equivalent comparison group quasi-experimental design was used to study the instructional treatments in six intact high school classes composed of 163 students. Knowledge acquisition and retention were measured by a 25-item researcher-constructed instrument. Students' knowledge structures were inferred by means of a modified ordered tree technique. The knowledge structure measures did not differ between the two groups of subjects at a statistically significant level. However, problem-solving instruction produced greater knowledge acquisition and retention than expository instruction with medium effect sizes at statistically significant levels.