Iranian Educational Research Association Journal of Research in Educational Systems 2383-1324 12 43 2018 12 22 The Effect of Applying Pebble in the Pond Model on Students’ Problem-Solving Skills The Effect of Applying Pebble in the Pond Model on Students’ Problem-Solving Skills 217 232 87834 10.22034/jiera.2019.144952.1596 FA Mohsen Bagheri Department of psychology and education, faculty of humanities, Arak university, Arak, Iran Somayyeh Abdoli Bozchaloii Department of psychology and education, faculty of humanities, Arak University, Arak, Iran Saeed Mousavi Poor Department of psychology and education, faculty of humanities, Arak university, Arak, Iran Journal Article 2018 08 29 <strong>T</strong>he 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. <strong>T</strong>he 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. https://www.jiera.ir/article_87834_e64702e49cbff93d9403da5e5f64d550.pdf