The Impact of Utilizing Brainstorming and KWL Strategies on Mathematical Achievement and Thinking of the Fourth Primary Grade Pupils

Abstract

This study investigates the impact of implementing the strategies of brainstorming and KWL on the fourth primary grade pupils' achievement in mathematics and mathematical thinking. The sample consists of three groups: the first experimental group is composed of 32 students who are taught by the brainstorming strategy; the second experimental group consists of 30 pupils who are taught by the KWL strategy; whereas the traditional method of teaching is used with the control group which consists of 33 pupils. The three groups are assessed according to their performance in an achievement test as well as a mathematical thinking test. The results indicate that there is no significant mean score difference between the fourth-grade pupils in the first and second experimental groups in the achievement and mathematical thinking tests in terms of statistics. However, statically, there is a significant mean score difference between the fourth-grade pupils in the first experimental group and the control group in the achievement test and the mathematical thinking test, and the same is found between the fourth-grade pupils in the second experimental group and the control group in the achievement and the mathematical thinking tests.