Enhancing the Academic Self-efficacy and Social Competency in Elementary School Students: The Use of Brainstorming Instuction in Social Studies

Abstract

The current study aimed to examine the effectiveness of brainstorming instruction on academic self-efficacy and social competency of female sixth grade elementary school students in social studies. The method of the present study was quasi-experimental with pre-test and post-test design with control group and the statistical population included 643 female sixth grade elementary school students of Genaveh city, Iran in 2022. Particpants were 30 people who selected by accessible sampling method and assigned to experimental and control groups. We used the Morgan-Jinks Student Efficacy Scale and the Felner etal. (1990) social competency scale for colleting data. The exprimental group received brainstorming instruction based on Karami et al. (2014) brainstorming protocol. The results indicated that the brainstorming instruction improved the academic self-efficacy and each of its components, namely the talent, texture and effort of female students in the experimental group compared to the control group. Furthermore, the intervention enhanced social competency of female students in the experimental group as well. Overall, the insights gained from this study can be used to guide teachers to identify the most effective brainstorming strategies within an academic setting.

Keywords

• brainstorming instruction
• academic self-efficacy
• social competency
• elementary students