Sixth-grade students taught English grammar with the brainstorming method achieved significantly higher post-test scores than students taught with traditional methods¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2018 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? The experimental group taught by brainstorming scored significantly higher than the control group taught traditionally on the English grammar post-test (p = 0.003). → Nibal Abdelkarim Mousa Malkawi & Mona Smadi 2018

Evidence¶

Nibal Abdelkarim Mousa Malkawi & Mona Smadi 2018¶

Nibal Abdelkarim Mousa Malkawi & Mona Smadi. (2018). The Effectiveness of Using Brainstorming Strategy in the Development of Academic Achievement of Sixth Grade Students in English Grammar at Public Schools in Jordan. International Education Studies, 11(3). https://doi.org/10.5539/ies.v11n3p92

q2 · i? · causal · r1

Semi-experimental two-group design with pre- and post-tests in four public schools (two male, two female) in the Wadi Al-Seer directorate, Jordan. Post-test means were 27.000 (experimental, n = 120) versus 23.567 (control, n = 114); T-test gave a significance of "(0.003)", favoring the brainstorming group.

"there are statistically significant differences between the two groups: experimental (following the method of brainstorming) and control; (following the usual teaching method) in the post-test, because the statistical significance level is (0.003)"

Discussion¶

Learner Variables¶

• Syntax — outcome: instruction changes it

Related Claims¶

• Brainstorming-strategy instruction produced significantly higher post-test writing performance than traditional instruction among English-major university students — related
• VIII standard students taught English grammar with mind mapping showed significantly higher gain scores than control-group students taught by the conventional method — related