The Effect of the Brainstorming Teaching Method on UNRWA- FES Students' Achievement and their Critical Thinking in the Geography Course

Abstract

The study aimed to investigate the effect of the brainstorming teaching method on Faculty of Educational Sciences (FES) students' achievement and on improving their critical thinking in the geography course. The population of the study consisted of (131) male and female Class Teacher sophomore students, distributed among five classes. Two classes were randomly selected to form two cluster groups; an experimental group and a control group. The experimental group consisted of (25) male and female students while the control group consisted of (28) male and female students. An achievement multiple choice test designed by the researcher mainly for the purpose of conducting the study was administered. The said test consisted of (40) items. The validity and reliability of the test was checked. Furthermore, the researcher used the California Critical Thinking Test (version 2000) which consisted of (34) items distributed among five skills. The equivalence of the two groups was tested by applying the achievement pre-test and the California Critical Thinking Test (CCTT). Results of the achievement posttest, the California Critical Thinking Post Test and the whole test for the analytical , inductive and evaluation skills revealed that there were statistically significant differences at (α≤0.05) in favor of the experimental group which were taught using the brainstorming teaching method. However, the results revealed that there were statistically no significant differences between the two groups with respect to the deductive and reasoning skills.

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