mohsen bagheri; somayyeh Abdoli Bozchaloii; Saeed Mousavi poor
Abstract
The purpose of this study was to investigate the effect of Pebble-in-the-Pond instructional design model on the students’ problem-solving skills of Training Science department in Arak University. For this purpose, the quasi-experimental method with the pre-post-test plan including the control group ...
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The purpose of this study was to investigate the effect of Pebble-in-the-Pond instructional design model on the students’ problem-solving skills of Training Science department in Arak University. For this purpose, the quasi-experimental method with the pre-post-test plan including the control group was used. The research population included 170 students of Bachelor degree in Training Science majoring at educational technology in Arak University in the academic year of 2016-2017 that 30 of them who had chosen the system-based instruction course were selected purposefully. Then, they were randomly assigned to an experimental and a control group each consisting of 15 subjects. The data gathering instrument was Hapner and Petterson problem-solving questionnaire (1982). In order to analyze the data, the multivariate analysis of covariance (MANCOVA) was used. The statistical findings showed that the instructional method based on the Pebble-in-the-Pond model did not affect the students’ problem-solving skills significantly, (P<. /05). Nevertheless experimental group performed relatively better than control group in problem-solving skills variable.
