Comparing Effectiveness of Corporative and Brainstorming Teaching Methods in Social Competency

This study is aimed at exploring effectiveness of corporative and brainstorming teaching methods in social competency of male junior high school 2nd-graders in the city of Ghods. The study is of applied nature. In order to achieve the research goal, the authors adopted the quasi-experimental research method. The research plan comprises pre-test and post-test with experimental groups 1 and 2. The statistical population consists of all male junior high school 2nd-graders in the city of Ghods in the academic year 2011-2012. Classes 2/1 and 2/3 from Shahid Mortazavi Junior High School were taken as the sample and selected using the two-stage random cluster sampling method. Randomly, class 2/3 was exposed to the independent variable of corporative method, and class 2/1 was exposed to the independent variable of brainstorming method. First, a social competency pre-test was administered to both groups, and after presentation of the course at the second semester, a post-test was administered to the both. The data originating from the pre-test and post-test were analyzed with MANOVA for the discriminant scores. The research findings suggest that the corporative teaching method is more effective in social competency than the brainstorming method. It is recommended that the teachers should become familiar with the application of active teaching methods to make improvements in mental-social conditions of the students.