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ERIC Number: ED554242
Record Type: Non-Journal
Publication Date: 2013
Pages: 163
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3031-5808-7
ISSN: N/A
Determining Effective Instructional Strategies for Attitudes and Achievement of Middle School Social Studies Students
Fleetwood, Andrea
ProQuest LLC, Ed.D. Dissertation, Trevecca Nazarene University
Determining effective instructional strategies for the attitudes and achievement of middle school social studies students and the attitudes of their teachers was the focus of this study. Specifically, the researcher looked at the difference in the impacts that direct and indirect instruction made on attitude and achievement of students, attitude of teachers, and on the long-term retention for achievement. Eight fifth grade social studies classes were studied. Four lessons were taught, including two indirectly and two directly. The study took approximately five months. The researcher found no glaring significance between direct and indirect instruction, although all significance that was found favored a stronger gain in achievement when using direct instruction. Significance was found in teacher's preferred strategies of indirect and their student's largest achievement gains when using direct instruction. No differences were found in terms of retention gain while comparing both methods. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Middle Schools; Secondary Education; Junior High Schools; Grade 5; Intermediate Grades; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A