S. Alsenaidi

University of Exeter (UNITED KINGDOM)
This study explores the use of electronic brainstorming in classrooms in primary schools in Saudi Arabia. It involves students in primary school who used computers in their Islamic Education lessons. The main aim of my study is to explore the students’ interest in Islamic Education curriculums in primary school in Saudi Arabia, to improve their creativity skills through electronic brainstorming and to investigate the influence of pedagogical affordance of the electronic brainstorming method on classroom activity. To this end, I compared three groups, electronic brainstorming (EBS), verbal brainstorming (VBS) and the traditional method (T), in different classrooms and with different teachers. The data collection methods used in this study mainly pre-test and post-test (using the Torrance test, TTCT, to measure students’ creativity skills), classroom and forum online observations of the students’ social interaction and contribution to their lessons and teacher and the student interviews. The sample consisted of 61 primary school students aged between 11 and 12 years old and 3 Islamic Education teachers. The study took place in a classroom within the students' primary school in Saudi Arabia, and lasted around three months. Hence, the interview and observation findings indicated the EBS methods were superiority for other. All three teaching methods resulted in statistically significant improvement in fluency and total scores on the TTCT test. However, the fluency, flexibility, originality and total scores showed statistically greater improvements in the EBS group than in the Traditional group or VBS group.