Measuring the Effectiveness of Two Collaborative Teaching Approaches: Comparison of Brainstorming and Group Discussion on Learning and Interest in Group Work in Social Studies Lessons
Keywords:
interest in group wor, learning, group discussion teaching method, Brainstorming teaching methodAbstract
Purpose: The present study aimed to compare the effectiveness of brainstorming and group discussion teaching methods on students’ learning achievement and interest in group work in elementary social studies classes.
Methodology: This study employed a quasi-experimental pretest–posttest design with two experimental groups. The statistical population consisted of third-grade male elementary school students in District 20 of Tehran during the 2022–2023 academic year. Sixty students were selected through multistage cluster random sampling and assigned to two groups of 30 participants each. One group received instruction through brainstorming, whereas the other was taught using group discussion across 12 instructional sessions. Data were collected using a researcher-made Social Studies Learning Test and the Evans and Jarvis Group Work Interest Questionnaire. Data analysis was conducted using SPSS version 21 and analysis of covariance (ANCOVA).
Findings: ANCOVA results indicated a statistically significant difference between the two groups in learning outcomes after controlling for pretest scores (p<0.001), favoring the group discussion method. A significant difference was also observed in students’ interest in group work (p<0.001), with the group discussion approach producing greater improvement. Mean learning scores increased from 11.25 to 14.45 in the brainstorming group and to 18.25 in the group discussion group. Likewise, mean group-work interest scores reached 3.46 in the brainstorming group and 4.75 in the group discussion group, demonstrating the superior effectiveness of group discussion.
Conclusion: The findings suggest that although both collaborative teaching methods positively influence learning and group-work interest, group discussion is more effective than brainstorming. Therefore, implementing group discussion as a primary instructional strategy in social studies education may enhance academic learning, social interaction, and students’ willingness to engage in collaborative activities.
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Copyright (c) 1403 Marjan Masoomifard; Mahsa Masoomifard, Nasibeh Pourasghar, Ziba Nouri (Author)
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