• Journal of Practical Engineering Education
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• v.14 no.1
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• pp.19-25
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• 2022

This study examined the impact of direct structured approach of students who demonstrate little or no sense of basic engineer concepts in physics courses. This direct structured instruction is one of the methodologies that focuses on explicit and systematic practices in which an instructor set clear learning outcomes and clarifies the direction of the instruction. 90 participants were randomly selected and tested on the areas of problem-solving skills, reasoning, working memory, and processing speed. 20% of the participants were found to be students with basic engineering disabilities. On the other hand, in the direct structured group, 51.7% and 58.0% of the sample group (90 students) showed a 6.3% increase from the mid-term to final examinations, respectively. The subgroups with 50% or lower grades were decreased from 26.7% to 24.5%. However, five students with the lowest grade of 20% were selected as students with learning disabilities in the study and the average scores of mid-term and final exams were increased by 8.6%, which was 17.9% and 26.5%, respectively at the end of the study. As a result, it showed that direct structured approach for students with learning disabilities in the engineer concepts was effective.