Interactions between Instructional Methods and Styles of Concept Learning

Publisher Website
Google Scholar
Abstract
Statistical interactions between Conceptual Levels Test (CLT) scores and deductive vs. inductive teaching methods were examined among 275 sixth grade pupils. The purposes of the study were to determine whether the two methods are most effective among different students, and whether CLT scores predict which students should receive each kind of instruction. Subjects were randomly assigned to deductive and inductive groups for instruction in critical thinking. Repeated measures of achievements and attitudes provided four sets of criterion scores. The regression of criterion scores on CLT scores yielded one significant disordinal interaction and four confidence intervals within which deductive teaching was significantly more effective than inductive instruction. Regions in which inductive teaching was significantly superior were not observed. While deductive instruction was advantageous for some learners, neither high, medium nor low CLT scorers benefited consistently from inductive teaching.