ERIC Number: ED059989
Record Type: RIE
Publication Date: 1971
Reference Count: N/A
A Study of the Use of a Problem-Solving Approach to Composition in High School English.
Widvey, Lois I.
The two objectives of this study were to compare the results of the teaching of written composition to high school students, using a problem-solving approach, with the results obtained using a traditional approach, and to determine if a problem-solving approach produces a significant difference in reflective thinking skills. Three null hypotheses and one alternative hypothesis were tested in a Posttest Only Control Group Design, using a sample of 306 eleventh-grade students (six experimental sections and six control sections, each composed of 153 students). Five teachers of junior English instructed both experimental and control classes. Analysis of variance, two-way classification, was used to examine the data; evaluation questionnaires completed by students and teachers were treated descriptively. The study findings indicate that the problem-solving method of teaching composition produced learning of reflective thinking skills to a significantly greater degree than did the control method; it also produced skills needed for writing to a significantly greater degree than did the control method. (Author/DB)
Descriptors: Analysis of Variance, Cognitive Processes, Comparative Analysis, Educational Research, English Instruction, High School Students, Hypothesis Testing, Problem Solving, Questionnaires, Teaching Methods, Writing (Composition), Writing Skills
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Publication Type: N/A
Education Level: N/A
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Note: Ed.D. Dissertation, University of Nebraska