The Effect of Brainstorming Strategy on Mathematical Achievement among Fourth-Grade Students and Enhancing their Academic Self-Efficacy

Abstract

The aim of this study was to investigate the effect of using the brainstorming strategy on the mathematical achievement of fourth-grade students and to enhance their academic self-efficacy. A quasi-experimental design was used, and the study sample consisted of 42 students (21 males and 21 females) from an elementary school in Sakhnin, located within the Green Line. The students were randomly assigned to two groups: a control group and an experimental group, with each group consisting of 21 students. The brainstorming strategy was employed in teaching a unit on arithmetic operations, which included both arithmetic calculations and practical problems, and was applied in 14 class sessions. Additionally, an achievement test consisting of 20 multiple-choice questions was prepared, along with a measure for academic self-efficacy. After analyzing the data using the independent t-test, the results showed statistically significant differences in favor of the experimental group in both mathematical achievement and academic self-efficacy. The study recommended expanding the application of brainstorming in mathematics education, preparing workshops for teachers on its use, and promoting collaborative learning environments.