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AN EXAMINATION OF SKILL LEARNING USING DIRECT INSTRUCTION

Suzan F. Ayers, Lynn D. Housner, Rachel Gurvitch, Tony Pritchard, Matthew Dell'Orso, Scott Dietrich, Ha Young Kim, Mary Pearson

Abstract


The standing long jump was taught to 47 elementary children in one of three conditions; Cl) practice only, C2) demonstration, cueing, and practice, and C3) direct instruction, which included all elements of the first two conditions + checks for understanding (CFU), corrective feedback, and closure. All children performed four jumping tasks 10 times each. Students were pre and post-tested on their ability to demonstrate five critical elements of the long jump. Significant condition and gender main effects were found for process change scores. Gains for C3 (24.7%) were significantly higher than those for Cl (3.1%), but only slightly better than C2 (15.0%). Girls achieved greater gains (19.6%) than boys (7.7%). Students were also post-tested on the recall of four of five cues used to convey the critical elements and C3 produced the highest scores (91.7%) followed by C2 (65.6%) and C1 (7.8%).

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