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Comparison of direct and indirect instructional strategies in physical education-type classes in regards to critical thinking and self-esteem of at-risk 10-13 year old boys
In this study the effect of indirect and direct teaching
strategies on critical thinking skill and self-esteem of at-
risk 10-13 year old boys in a physical education environment
was investigated. In addition, the effect of age (10-11 vs.
12-13 years) on critical thinking skill and self-esteem was
investigated. Eighty boys and their counselors attending one
of two three-week sessions of an outdoor youth camp
volunteered for the study. During each session the boys were
assigned by age categories to one of four teaching sections
of 10-12 students. Of the four sections, two consisted of
boys 10 and 11 years of age while the other two groups were
12 and 13 year olds. Two teaching sections, one from each
age group, served as the experimental groups. These children
participated in the normal daily camp activities and classes.
Additionally, they attended an initiative games class and
received instruction in an indirect teaching mode. Direct
instruction was utilized during the other activity classes.
The remaining two groups served as the control groups and
participated in all camp activities with the exception of the
initiative games classes. They received direct instruction
during all activities. Both experimental and control groups
critical thinking skill significantly improved over time.
However, the experimental group showed a significantly larger
increase. In addition, the older boys had significantly
higher critical thinking scores than their younger counter
parts. No significant effect for self-esteem was determined
Issued also on microfiche from University Microfilms Inc.
Includes bibliographical references: pages 61-71.