Document Type
Article
Publication Date
Fall 2024
Abstract
This research study compares problem-based learning (PBL) and direct instruction, to determine which teaching method will increase fourth grade students’ learning independence and problem-solving ability. This quantitative study analyzed pre-test and post-test results, alongside survey responses from two separate fourth-grade classes. One class was taught a unit using problem-based learning, while the other received instruction on the same unit using a direct instruction approach. The statistical analysis revealed no major differences between the two teaching methods, suggesting that teachers should consider their students’ learning styles before selecting a teaching method for a given unit. Although the sample size was small, this research study demonstrates the need for more research in order to compare various teaching methods across different contexts.