ERIC Number: ED045455
Record Type: RIE
Publication Date: 1970-Oct-31
Reference Count: 0
A Study of the Effects of Inductive and Deductive Teaching Techniques in Elementary Mathematics, Final Report.
Creswell, John L.
This study attempts to determine the relationship between individual learning strategies as indicated by measures of levels of divergent thinking and the effectiveness of using inductive or deductive instructional methods in the classroom. Subjects consisted of randomly selected sixth graders who were assigned to two experimental groups or two control groups. Students in the experimental groups were further divided into groups of high divergent and low divergent thinkers. Prior to the treatment both the experimental and control groups were pretested in mathematics and attitude. The treatment consisted of a teacher teaching one experimental group inductively for three weeks while another teacher taught the other experimental group deductively. At the end of three weeks, the two teachers exchanged groups and continued teaching as before for three more weeks. The control groups were taught the same material but in a conventional manner. At the end of this time, all groups were given a posttest in mathematics and attitude. A follow-up test was given at the end of another six weeks period. No significant results were found. [Not available in hardcopy due to marginal legibility of original document.] (FL)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Houston Baptist Coll., TX.