Effects of training in problem solving on the problem-solving abilities of gifted fourth graders : a comparison of the future problem solving and instrumental enrichment programs /
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| Other Authors: | , , |
| Format: | Thesis Book |
| Language: | English |
| Published: |
1988.
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| Subjects: | |
| Online Access: | ProQuest, Abstract Link to OAKTrust copy |
| Abstract: | The purpose of this study was to compare the effects of the Future Problem Solving and Instrumental Enrichment programs on the problem-solving abilities of gifted fourth graders. Two research questions were addressed. The first question dealt with the relative effects of the two programs on the problem-solving abilities of gifted fourth graders using well-structured problems. The second question considered the program effects on problem-solving abilities of gifted fourth graders using ill-structured problems. Subjects were fourth graders across two successive school years chosen for the gifted program in Weslaco Independent School District. Forty-five students were trained in the 1984-1985 school year using the Future Problem Solving program. Fifty-three children were given training in the Instrumental Enrichment program during the ensuing school year, 1985-1986. All students were tested prior to treatment to determine equality of groups using the Coloured Progressive Matrices and Thinking Creatively With Pictures. At the end of each treatment period both groups were tested using the Standard Progressive Matrices and Exercise in Divergent Thinking Test. Results of analysis indicate the Future Problem Solving group began the training with a slight advantage in ill-structured problem solving ability, particularly in the categories of Originality and Elaboration. The groups scored equally well on well-structured problem solving exercises at the begining of the training periods. Posttest results of ill-structured problem-solving abilities indicated significant effects in favor of the Future problem Solving group in the category of fluency. Significant effects in favor of of the Instrumental Enrichment group were shown for the elaboration category. With the effects of fluency removed, significant effects were indicated in favor of the Instrumental Enrichment group on the posttest measures of abstractness of titles, elaboration, and total score... |
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| Item Description: | Typescript (photocopy). Vita. "Major subject: Curriculum and Instruction." |
| Physical Description: | x, 158 leaves : illustrations ; 29 cm |
| Bibliography: | Includes bibliographical references (leaves 118-128). |