The Effectiveness of Teaching Using the Effective Brainstorming Strategy on the Academic Achievement of History Among Fifth-Grade Literary Section Female Students

Abstract

The current research aimed to identify the effectiveness of teaching using the Brainstorming strategy on history achievement among fifth-grade literary section students, by comparing it with the traditional method. The researcher adopted an experimental design with partial control for two equivalent groups (experimental and control). The research sample consisted of (70) female students from Al-Fikr Secondary School for Girls, affiliated with the Directorate of Education in Baghdad / Rusafa Second, divided equally into two groups: an experimental group taught using the brainstorming strategy and a control group taught using the traditional method. To achieve the research objective, the researcher developed an achievement test consisting of (40) multiple-choice items, ensuring its validity, reliability, and psychometric properties.The results revealed a statistically significant difference at the (0.05) level in favor of the experimental group taught via the brainstorming strategy. This result is attributed to the strategy's ability to break the deadlock, provide an environment of intellectual freedom, and transform the student from a passive recipient into an active participant in constructing historical knowledge. The research concluded with several recommendations, most notably the necessity of training history teachers on active learning strategies.