Golden Research Thoughts
Impact Factor : 2.2052(UIF)
Volume-3 | Issue-11 | May-2014
TO STUDY THE EFFECTS OF BRAINSTORMING INSTRUCTIONAL STRATEGIES
AND SIMULATION GAMES ON SECONDARY SCHOOL STUDENTS
‘ACHIEVEMENT IN SOCIAL STUDIES
Bindu A Keshwan
Assistant Professor, Department of Education St. Aloysius College (Autonomous)
Jabalpur (M.P.)
Student interaction is an important part of developing the cognitive skills involved in
generating ideas, and found brainstorming was an effective way of achieving this. Results
from this study showed that students who were trained in brainstorming techniques were
more efficient at generating and organizing ideas than students in a control group”.
Brainstorming and Simulation games can play a significant role to improve student’s content
understanding, thematic integration with real life while teaching social studies and
enhancing the confidence and communication skills among students. It is largely due to the
fact that brainstorming and simulation games not only stimulates student’s attention but
also interests them to participate in the class in ana interactive and fun-active manner. This
study was carried out to examine the effects of Brainstorming Techniques and Simulation
Games on secondary school students’ achievement in Social Studies.
Key words: Simulation games, brainstorming instructional strategies, students’
achievement, Social Studies.
Social studies make the best attempt at answering 'what makes us humans', and this
subject includes a breadth of disciplines covering various aspects of living. The inclusion of
social studies in education helps students grow up into informed citizens. Knowledge of the
socio-political and economic conditions of their country and the world, and the knowledge
of one's rights and duties as an individual in society, helps students become responsible
citizens. Through social studies, they gain knowledge of human behavior and cultural
differences that separate individuals from one another. They develop increased levels of
Volume-3 | Issue-11 | May-2014
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Golden Research Thoughts
Impact Factor : 2.2052(UIF)
Volume-3 | Issue-11 | May-2014
acceptance for differences between people, be they social, economic or lifestyle-related.
Social studies aim at creating educated individuals who can be responsible citizens of their
nation. Teaching children social studies increases the possibility of their becoming more
aware, more responsible as human beings. Teaching them social studies increases chances
that they will adhere to ethical and moral values in life. The study of social sciences is
necessary, if we want a brighter future for our society. The vital task of preparing students
to become citizens in a democracy is complex. The social studies disciplines are diverse,
encompassing an expansive range of potential content. This content engages students in a
comprehensive process of confronting multiple dilemmas, and encourages students to
speculate, think critically, and make personal and civic decisions based on information from
multiple perspectives.
A powerful and rigorous social studies curriculum provides strategies and activities
that engage students with significant ideas, and encourages them to connect what they are
learning to their prior knowledge and to current issues, to think critically and creatively
about what they are learning, and to apply that learning to authentic situations. Teaching
social studies powerfully and authentically begins with a deep knowledge and
understanding of the subject and its unique goals. Social studies programs prepare students
to identify, understand, and work to solve the challenges facing our diverse nation in an
increasingly interdependent world. Education for citizenship should help students acquire
and learn to use the skills, knowledge, and attitudes that will prepare them to be competent
and responsible citizens throughout their lives. Competent and responsible citizens are
informed and thoughtful, participate in their communities, are involved politically, and
exhibit moral and civic virtues.
Social Studies is one of the compulsory subjects studied in junior secondary schools.
Social studies is a discipline that can be used in solving problems of relationship and
interaction in man’s dynamic environment. Social Studies must be centered on innovative
methods that aim at seeking the truth which include problem detecting, problem solving,
learning by experimenting and discovery learning. Of great concern to the investigators is
that most Social Studies teachers still rely mostly on the lecture method for imparting
information. In the lecture method, the teacher simply becomes the expositor and drill
master while the learner remains the listener and a storehouse of facts that can be retrieved
when a student hears his name called by the teacher. Findings revealed that simulation
games and brainstorming have been of tremendous effect (Wood, Garry ,Army Jones
Adeniran (1994), Johll (2004), Valacich, Jung and Lorry(2006) and Hill Dodo(2012).
Bill & Tamer (2009) state that simulation games are popular techniques used by
many educational developers and technologists in subject areas such as Business,
Management, Statistics, International Relations, Health Studies, Social Sciences and Science
Education. Mange (2008) cites three basic rational methods for designing and developing
simulation games. They are cognitive, motivational and attitudinal. In the cognitive
dimension, he highlights its benefits which include: gains in factual learning, improved
decision making skills and better understanding of general principles. In the attitudinal
dimension, the benefits include: more positive attitude towards the subject matter and the
teacher. Also, in the motivational dimension, the benefits include: increased level of interest
in learning and increased enthusiasm towards learning. The purpose of simulation game is
not for winning but for developing the spirit of the game, that is the spirit of tolerance,
planning and give and take. There is now a growing variety of board games which cover a
Volume-3 | Issue-11 | May-2014
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Golden Research Thoughts
Impact Factor : 2.2052(UIF)
Volume-3 | Issue-11 | May-2014
large spectrum of the Social Studies curriculum. Some of them deal with military and
political conflicts. Other games deal with economic realities such as career patterns, life in
the rural areas, and election. The use of simulation games in teaching-learning situation is
due to the fact that simulation games provide fascinating challenges to learners and add
interest, activity and novelty to the lesson (Ethopio 2010). The use of games should help
students to achieve better in Social Studies considering its attributes and the nature of
Social Studies.
Grace (1976) refers to the technique as a teaching technique which emphasizes
participation, dialogue and two-way communication. He states further that it is the one in
which the instructor and a group of students consider a topic, issue or problem and
exchange information, experiences, ideas, opinions, reactions, and conclusions with one
another. Tammen(1999), James & Bhutan (1988) encourage the use of brainstorming
technique by the teacher to ensure that some misconceived ideas are re-arranged.
According to Johan (1999) brainstorming technique involves the asking of carefully
framed questions aimed at teaching students to find out facts for themselves and do critical
thinking. The major purpose of brainstorming as a teaching strategy is to foster and enhance
communication skill, help to promote thinking and decision-making. Available research
evidence also supports the general effectiveness of brainstorming techniques compared
with the traditional lecture method. Brainstorming elicits higher levels of reflective thinking
and creative problem solving, including synthesis, application and evaluation. There is also
evidence that information learned through active discussion is generally retained better
than material learned through lecture. Moreover, students often prefer to participate in
discussion rather than to be passive learners in a lecture (Lolly Kapel 1988).
Hypotheses
There is no significant effect of the treatment on students’ achievement in Social Studies.
Methodology
The study adopted a quasi-experimental design comprising three groups made up of
two experimental groups and one control. One of the two experimental groups was exposed
to simulation games, while the other was exposed to brainstorming. The control group was
exposed to teacher exposition. . In all, 240 students constituted the sample for the study.
Four instruments comprising one objective test and three instructional guides were used for
the study. The first instrument titled “Social Studies Achievement Test” (SSAT) consists of 50
multiple choice Items. The second instrument titled “Operational Guide for Simulation
Games” (OGSG) is an instructional guide on the use of simulation games. It consists of rules
of the simulation games, steps to be followed, scoring pattern and the instructional
strategies involved. The third instrument titled “Operational Guide on Brainstorming” (OGB)
is also an instructional guide on the use of brainstorming. It consists of procedures involved
in promoting learning among the students in the classroom setting with the prime purpose
of enhancing higher order thinking and learning among students. SSAT was administered on
the respondents as pre-test and post-test.. Data were analysed using mean, standard
deviation and Analysis of Covariance (ANCOVA) statistical tools.
Results and Findings
The data in table shows the brief summary of the variables of interest and the interrelationship among them and the level of significance of the identified variables.
Summary of Achievement in Social Studies based on Treatment Groups
Volume-3 | Issue-11 | May-2014
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Golden Research Thoughts
Impact Factor : 2.2052(UIF)
Volume-3 | Issue-11 | May-2014
S.No
1
2
3
Groups
N0
Simulation
80
games
Brainstorming 80
Control
80
PreTest
Mean
16.60
13.80
13.60
Mean Gain
Achievement
SD
6.754
Post test
Mean
SD
26.60
11.607
4.780
1.365
23.80
14.11
10.0
0.5
6.628
2.429
10.0
The pre-test and post-test scores are presented in table shows that the mean scores
in the pre-test and post-test in simulation games are a little higher than those of
brainstorming, though both have the same mean gain achievement. Also, the mean scores
in the pre-test and post-test in brainstorming are a bit higher than those in the control. In
other words, the simulation games group has the highest mean scores of 26.60 followed by
brainstorming with 23.80 while the control group has 14.11 in post-test.
Discussion of Findings
Based on the findings of the above results, students exposed to simulation games
and brainstorming instructional strategies performed better than those in the control group.
This result confirms previous studies that have been carried out on the effectiveness of
simulation games.. On the aspect of brainstorming instructional strategy, previous studies
have equally indicated that students exposed to brainstorming learning strategy perform
better than those exposed to conventional teaching strategy also; Charles (2009) indicates
that students with high ability exposed to brainstorming are better achievers in Social
Studies than the low ability students.
Conclusion
The study has shown that students exposed to simulation games instructional
strategy and brainstorming instructional strategy performed significantly better in their
achievement in Social Studies than those students exposed to conventional method of
instruction. brainstorming instructional strategies will go a long way in helping students to
strive harder and improve significantly in Social Studies.
Recommendations
Workshops and seminars should be organized from time to time for teachers in
secondary schools so as to keep them abreast of modern teaching strategies such as
simulation games and brainstorming instructional strategies.
References
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Impact Factor : 2.2052(UIF)
Volume-3 | Issue-11 | May-2014
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