Two Teaching Styles, Problem Solving, and Guided Discovery in Motor Performance and Learning

Abstract

Three groups of 25 matched subjects (aged 10 to 12 yr.) took part in this study. In the practice condition one group performed the solution of the Tinkertoy Motorcycle Model in a problem-solving manner, while the other two groups performed in a guided manner. One guided group performed the same number of trials as the problem-solving group, while the other group had the same total time performing each trial as the problem-solving group. Their relative effectiveness was compared on the six initial practice trials and on six trials after a period of no practice. The problem-solving group received no direct assistance. The guided groups saw two demonstrations of the assembling procedure along with verbal feedback as to the selection and placement of pieces on the figure. The guided groups performed the task significantly faster than the problem-solving group on all practice trials. When measured for retention there were no significant differences among groups. The two guided groups however did maintain a slight advantage over the problem-solving group. It was concluded the practice of the perceptual motor task was facilitated by a guided discovery, while retention was not significantly different. The results are discussed in relation to learning strategies and type of task.