Effects Of Brainstorming Strategy on Students Engagement in English Subject at Elementary School Level at District Malakand

Abstract

The purpose of the study was to investigate how the brainstorming methodology affected the English language proficiency of elementary school pupils in District Malakand. With sixty students chosen by match pair sampling, a quasi-experimental pretest-posttest comparable group design was employed. Thirty students in the control group received instruction using the conventional technique, while thirty students in the experimental group received instruction through brainstorming. The duration of the intervention was two weeks. The experimental group’s mean score (M = 8.36) was greater than the control group’s (M = 3.06), according to the results. A significant difference between the groups was confirmed by the t-test (t = 16.58, p <.0001), and the effect size was quite big (Cohen’s d = 4.41). These results have significant ramifications for elementary school English language teachers since they show that the brainstorming technique significantly increased children’ engagement with the language as compared to traditional teaching techniques.