Impact of Storytelling Versus Traditional Methods in Enhancing Divergent Thinking Skills in Social Science: The Role of Student Participation and Learning Motivation among Class 7 Students

Abstract

Rational: This study investigates the impact of storytelling as a pedagogical intervention in contrast to traditional teaching methods on the fluency, flexibility, originality, and elaboration of divergent thinking skills in social science among seventh-grade students. This study examines these effects while statistically controlling for student participation and learning motivation as covariates.

Design of the study: The researchers used a quasi-experimental design with a pre-test and post-test control group to evaluate the effectiveness of a storytelling-based approach as compared to a traditional teaching method in improving divergent thinking abilities for 78 students attending Delhi NCR area schools affiliated with the Central Board of Secondary Education. The students were randomly assigned to either an experimental group that received instruction using the storytelling method or a control group that received instruction using the traditional method. Each of the students' divergent thinking ability scores were obtained at both the beginning and end of the instructional program. In addition to determining if there is a statistically significant difference in the amount of improvement in the divergent thinking ability between the two groups, the researchers also utilized ANCOVA and GLM statistical procedures to account for any potential differences in the level of student participation and student motivation to learn that existed between the two groups of students.

Major Findings: In all four dimensions of divergent thinking assessed, the storytelling method produced a strong improvement of large effect sizes. ANCOVA showed that method of treatment was the variable affecting divergent thinking skills (after controlling for student attendance (F(1,75)=76.6, p<.001, η^2=0.505) and learning motivation (F(1,75)=53.84, p<.001, η^2=0.418). Student attendance was a significant covariate, but learning motivation did show independent significance. The effect of gender was not significant statistically.

Implications of the study: Storytelling is a superior way to teach social sciences, which are beneficial for increasing creative and divergent thinking in young teenagers. The data supports developing curriculum that includes student-cantered, narrative-based content to foster 21st century skill development.

Originality: This study was one of the studies conducted in India to assess how the use of storytelling affects creative and cognitive processes in social sciences classes for 7th grade students, providing strong justification for innovative curriculum development in this area and in general to increase student creative thinking beyond their ability to read.