Name of the School (where the action research was conducted):

______Syed Islamia Public School Haripur, District Haripur____

Overall background of the participants of the project; area / school: (socio-economic status,
occupation / profession – earning trends of majority of the parents, literacy rate, academic
quality, and any other special trait of the community where the school is situated) (10 marks)
Ans.
Overall background of the participants of the project

Students of Syed Islamiya Public School were selected as sample of the study, The
sample of the study comprised of 42 students in grade 10 th at School Name. At first stage,
used purposive sampling technique for selection of school i.e. School Name. At second stage,
students selected randomly. At third stage, two groups were given the names; i.e.
experimental and control group. The experimental group contained 21 while control group
contained 21 students. The students’ performance was measured using MCQs test developed
by the use of 10th grade English text book.
Area / School

Syed islamia public school is a private institute located at Haripur near Govt. girls degree
collage No.2 Haripur. Students of class 0ne to class 10 th were studying. I select this school to
conducted my research work. There were 56 students of class 10 th were present at this school,
out of 56 students 42 students of class 10 th were selected as sample of the study having two
groups name experimental and control group. Both groups contained 21, 21 students.

Socio-Economic Status

The Students of Syed Islamia private schools were advantaged group in terms of their
parents' socio-economic status and moti- vation to spend on children's education. At the same
time Syed islamia public ( private) schools in general are known for their admission criteria
for children and this process screens children with higher academic abilities. the parents of
syed islamia school have a very high socio-economic status.

Occupation / Profession

According to student’s response, their parents have high socio-economic status and they lived
in well-developed area. Few of them responded that their parents are government servant,
few of them responded that their parents are doing property dealing job, and major of them
responded that their parents are running own business at main bazar at Haripur.

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Literacy Rate

The literacy rate of Syed islamia public school is more then government school at same area.
The literacy rate in the Haripur district is 53.7%, substantially higher than the literacy rate
in the region of Hazara, which is 35.2%. The female literacy rate is only 37.4% compared to
male literacy of 63.6%, and urban literacy rate of 69.7% is significantly higher than the
rural rate of 51.4%

Theme: __Developing Soft Skills among the Students_______________________________

Sub-theme: ___Problem-Solving______________________________________________
Topic: “Effect of Brainstorming on Reading Comprehension of Secondary level Students”.
1. Why did you select this specific sub-theme and topic? Relate it to your experience /
problem in your classroom / institution. (10 marks)
(Give the background and rationale of the study)
Background of the Study
The role of brainstorming in obtaining educational objectives in various fields was
extensively under research, recently. Many empirical studies have been performed
considering the effectiveness of this approach in group idea generation.“An organized way to
allow the mind to produce ideas without getting bogged down in trying to judge the value of
those ideas at the same time” (Miri, B., David, 2007) One of the main benefits of
brainstorming is the activation of readers' prior knowledge. As it is expressed by Feather
(2004) "brainstorming provides plenty of materials for making prediction". Furthermore, it is
likely that through this strategy, the reader becomes conscious concerning what he knows
about a given text's topic before he goes on reading it. Feather (2004) argues that
brainstorming enhances the activation of the reader's schema globally; so that they will know
in advance about the ideas, vocabulary, culture, grammatical features and genre structures
which are most probably met in the text to be read. It has been documented in Labiod's
(2007) study that prior knowledge activation through brainstorming enhances learners'
reading comprehension. Similarly, Rao (2007) found that students trained in brainstorming
techniques and utilized them regularly over a twelve-month period produced significantly
higher results in writing tasks. Besides, an attitudinal survey showed students' complacency
about the effectiveness of the brainstorming techniques.
The need for high-quality creative ideas likely achieved through brainstorming (Ganji, Sharifi
& Mir- Hashemi, 2005; Madandar-Arani & Kakia, 2007) is considered of utmost importance
in the field of ELT because when ample opportunities of discussion are provided to learners

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in language learning contexts , learners' critical abilities concerning learners' lives, their
social intelligence, novelty, problem-solving, etc. are going to be enhanced. Although there is
an agreed upon definition of CT as including both skills and disposition, most models of
CT approach it as a higher-order thinking skill centring around finding an effective way of
learning (Frijters, Dam & Rijlaarsdam, 2007). It is emphasized nearly by all proponents of
CT that the objectives of the curriculum and the teachers' responsibility should not be
developing mere linguistic factors or pushing the students from one educational level to the
next, but improving the students' critical thinking CT should be the core of education, and
the educational program should emphasize, develop and nurture critical and reflective
thinking of the learners, as it is essential and standard of intellectual excellence for English
users and learners to have active and reflective participation in academic, personal and social
lives (Brown, 2004).
In the same vein, a great deal of educational research on CT confirmed the integration
of CT skills as teachable techniques into L2 educational curriculum (Davidson & Dunham,
1997). For instance, Thompson, Martic, Richard and Brason (2003) designed a web-based
curriculum requiring critical thinking and problem- solving skills. They believed that web-
based education enhances interpretation, analysis, inference, evaluation and explanation
which themselves are fundamental for developing critical thinking skills. Likewise, Dantas-
Whitney (2002) asserted that the use of reflective audio taped journals improved ESL
university students’ CT. Yeh (2004) found that computer simulation is effective in teaching
general CT skills, as it improves students and teachers' reflective thinking. Likewise, Angeli
and Valanides (2009) found that the method of teaching general thinking skills influences
critical thinking skill performance. Liaw's (2007) study indicated that the use of content-
based approach is likely to promote EFL learner’s CT skills. Apart from this, the nature of
brainstorming can be explored more deeply by studying the relationship between higher-level
thinking such as brainstorming and critical thinking. In a longitudinal case study, Miri, David
and Uri (2007) recognized that through teaching strategies that fostered higher-order thinking
skills capabilities, critical thinking skills of the participants improved. Nevertheless, it is
necessary for teachers to remember that the role of brainstorming is facilitating the activation
of students' background knowledge or schema rather than imposing the opinions mentioned
in the text. Moreover, the opinions posed by students shouldn't be judged or criticized at all
costs; that is, learners should freely and spontaneously express their views and as they hear
their opinions they can assess the rationality of their ideas which is in line with (Weick,
Sutcliffe, & Obstfeld, 2005)'s claim who maintain learners can understand which concepts
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are important and evaluate the importance, correctness and relevance of what they had said
through hearing their own ideas for the first time. In so doing, they can develop reflective
thinking and higher order level thoughts.
Rationale of The Study
The rationale behind the brainstorming strategies applied in this study is that the
human brain deals with matters in a patterned way. Hence, brainstorming can develop the
students' cognitive toolkit while approaching a reading task through considering a topic from
different angles as well as taking their classmates' perspectives into consideration which
entails broader range of ideas facilitating creative thinking.
2. What was your discussion with your colleague / friend / senior teacher or supervisor
regarding the problem? (05 marks)
(Provide your discussion with your colleague or supervisor for better understanding of the
problem and alternate solutions)
Ans.
Discussion with supervisor in workshop
at first workshop when our supervisor ask us about the research project, it was a new and
innovative task for me. before this session, I was unaware about research project. during
lecture when our supervisor teach us about the process of workshop I ask some questions
from supervisor about research process. she replied that first of all we have to select the topic
topic or problem, I again ask how do I select the topic after her motivation and feedback I
select the topic. after selection the topic another difficult task for me was to make objective,
she maked two objective for me. after objective she encouge me to read the literature on the
same topic through different website and internet. in next session she teach us about the
questionnaire and I ask about my questionnaire she told me that my research is an
experimental and I have to make MCQZ of any class. she further guided me about the
experimental study, I further confused about experimental study but she again helped me in a
good manner by explaining the experimental study in which we have two groups one is called
controle group and other is experimental group. which the guidance of my supervisor I made
MCQZ from class 10th English book of KPK text book board.
Discussion with Colleague
in the classroom where every colleage was confident to share their project work, I was also
confident, one of my colleague start discussion with me. he ask about the instrument which I
will used in project, I replied that

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I will make an MCQs test as tool of the study. The chunks of reading paragraphs from the
text book of English carried out and used to assess the reading comprehension of the students.
i will select the three chapters and some paragraphs from these chapters that include the
extensive vocabulary. another colleague asked me about the sample and population of the
study, I told him that I will select the syed ismaqlia school for my research and I select the
students of class 10th. the total students in class 10th are 56 and I will select only 42 students.
3. What did you find about the problem in the existing literature (books / articles /
websites)? (10 marks)
(Explore books and online resources to know what and how has been already done regarding
this problem)
During studying the literature on the topic of Effect of Brainstorming on Reading
Comprehension, I found that brainstorming as a group creativity forum for general ideas.
According to Al-asar. S. (2000). Brainstorming was developed by Alex Osborn to produce
ideas without inhibition. Brainstorming technique involves oral and pre-writing exercises for
helping the learner and for expressing ideas by the teacher. It is a technique that is used under
the discussion method. Brainstorming has a great importance in the teaching process.
Referred to its importance for students in its importance for the teacher referred to in (Kaplan,
S. (1996). Helps the teacher to conclude ideas that are broader than students' thinking
solutions makes the teacher more democratic and respectful of views regardless of the
different points of view.
Reading comprehension is an intentional, active, interactive process that occurs
before, during and after a person reads a particular piece of writing. Reading
comprehension is one of the pillars of the act of reading. When a person reads a text he
engages in a complex array of cognitive processes. The purpose of
reading is comprehension — getting meaning from written text. ... A major goal of reading
comprehension instruction, therefore, is to help students develop the knowledge, skills, and
experiences they must have if they are to become competent and enthusiastic readers. (Al
asar, 2000).
Brainstorming during class reading sessions is a great tool to
improve comprehension skill levels. By generating questions and responding to them,
students process what they have read in an active manner, resulting in a better understanding
of what they've read – they learn how to comprehend.( Mingers,1992).

The major purpose of brainstorming as a teaching strategy is to foster and enhance

reading comprehension and communication skill, help to promote thinking and decision-
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making skill as well as foster different viewpoints and opinions. It may equally be used in all
key areas of learning. However, the major limitation is that it is generally not suitable for
younger levels because of the level of reasoning required in order for it to work. The teacher
must equally be able to guide and give aid as necessary considering the class environment as
such considerations often determine the outcomes. In brainstorming techniques, the instructor
carefully plans the lesson to reach the desired learning outcomes. The group interacts in
response to questions, and the instructor refrains from entering the discussion as an active
participant. Students are encouraged to learn about the subject by actively sharing
information, experiences, and opinions. The flow of communication is a transaction among
all the students rather than recitation and response between individual students and the
instructor. The major purpose of brainstorming as a teaching strategy is to foster and enhance
communication skill, help to promote thinking and decision-making skill as well as foster
different viewpoints and opinions. It may equally be used in all key areas of learning.
However, the major limitation is that it is generally not suitable for younger levels because of
the level of reasoning required in order for it to work. The teacher must equally be zsable to
guide and give aid as necessary considering the class environment as such considerations
often determine the outcomes. In brainstorming techniques, the instructor carefully plans the
lesson to reach the desired learning outcomes. The group interacts in response to questions,
and the instructor refrains from entering the discussion as an active participant. Students are
encouraged to learn about the subject by actively sharing information, experiences, and
opinions. The flow of communication is a transaction among all the students rather than
recitation and response between individual students and the instructor. (Saaty,1998).
A-blowy (2006) mentioned for stages that must be followed in problem solving within the
brainstorming session, those are:
1. Phrasing the Problem: The teacher who is responsible on the sessions offers a problem and
discusses its various dimensions for students to ensure understanding.
2. Framing the problem: in this stage the teachers determines the problem accurately by
reframing the problem in certain questions. This may offer acceptable solutions without the
need for further brainstorming.
3. Practicing brainstorming for one or more than one statement in problem. This step is very
important as many ideas are generated The problem refers to obstacles that present a
challenge to the individual to reach the goal. (Al-otaibi, W. (2002).
This challenge needs a solution or making a decision. Thus, creative solving is a
frame or system including productive thinking tools that can be used to understand problems
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or generating different ideas that are not traditional then evaluating them to reach new
solutions. Al-Olimat, A. (2008) mentioned many definitions for creative problem solving. As
stated that it is taking a creative decision through thinking and reflecting and predicting ideas
and solutions through deep awareness Meanwhile, Asaks and Trafnger argued that it is the
natural and dynamic system and a way to handle a certain challenge. It is noted that through
the steps of creative problem solving model brainstorming strategy has its own importance
since the aim is to generate many idea that may be the solution of a problem (Abu Jado and
Nawfl, 2007). The creative problem solving approach is the effort by the individual or the
group's creative thinking to solve a problem, and can be used in many areas, and provide a
framework regulating the use of tools and specific strategies to help generate and develop
products that are characterized by novelty and utility, it is a framework of processes with a
regulatory function , a system used by the product of the thinking tools in order to understand
the problems and opportunities and the generation of many diverse ideas is familiar as well as
evaluating, developing and implementing the proposed solutions (Al asar, 2000).
4. What were the major variables / construct of your project? Give definitions /
description from literature. (05 marks)
(What are the key terms in your topic or study? what do you mean of these terms? What
particular meaning you will attach to the term when used in this project?)
A variable is defined as anything that has a quantity or quality that varies. The
dependent variable is the variable a researcher is interested in. An independent variable is
a variable believed to affect the dependent variable. Confounding variables are defined as
interference caused by another variable. the topic of my study was Effect of Brainstorming on
Reading Comprehension of Secondary level Students. on my topic the major variable are
brainstorming and reading comprehension.
1. Brainstorming
Al-maghrawy, (2012) defines brainstorming as a group creativity forum for general ideas.
According to Zayton (2001), brainstorming was developed by Alex Osborn to produce ideas
without inhibition.
Brainstorming technique involves oral and pre-writing exercises for helping the learner and
for expressing ideas by the teacher. It is a technique that is used under the discussion method.
Brainstorming has a great importance in the teaching process. Referred to its importance for
students in (Sayed. 292:2009) as follows:
1. Helps students to solve problems, an innovative solution.

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2. Helps students to benefit from the ideas of others through the development and build on
them.
3. Helps the cohesion of the students and build relationships among them and assess the
views of others.
2. Reading Comprehension
Reading comprehension is an intentional, active, interactive process that occurs before,
during and after a person reads a particular piece of writing. Reading comprehension is one of
the pillars of the act of reading. When a person reads a text he engages in a complex array of
cognitive processes. The purpose of reading is comprehension — getting meaning from
written text. ... A major goal of reading comprehension instruction, therefore, is to help
students develop the knowledge, skills, and experiences they must have if they are to become
competent and enthusiastic readers. (Al asar, 2000).
5. What did you want to achieve in this research project? (05 marks)
(Objective / purpose of the study; what was the critical question that was tried to be
answered in this project)
Ans. Purpose of the Study
The purpose of the study statement helps the subject assess the importance of the
study relative to individual values. The statement includes not only the immediate purpose of
the study, but also any larger, eventual purpose.
The purpose of the study portion of the consent form should not reflect a potential
benefit to the subject or be directed toward the subject in any way. For example, “the
purpose of this study is to compare the effectiveness of exercise A to exercise B as a method
that can be used to increase quadriceps muscle” is acceptable. However, a statement, “the
purpose of this study is to compare the effectiveness of exercise A to exercise B as a method
that can be used to increase your quadriceps muscle” is unacceptable.
If the study involves deception or the withholding of information as a necessary and
justifiable research strategy, the Purpose of the Study statement should be written in such a
way whereby the least possible deception and/or withholding of information occurs.
The main purpose of this particular research is to examine the effect of brainstorming
on reading comprehension of secondary level students. For this reason, the research objective
was established to find out the answers through scientific method using statistical tools. The
main objectives of the study were:
Objectives of the Study

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 i. To find out the effect of brainstorming on the reading comprehension of secondary
level students
ii. To compare the use of brainstorming and conventional technique in increase of
reading comprehension of secondary level students
Research Questions
Q1. What is the effect of brainstorming on the reading comprehension of secondary level
students?
Q2. Does brainstorming improve reading comprehension of secondary level students as
compared to conventional technique?
6. Who were the participants in your project? (05 marks)
(Give details of the individuals or groups who were focused in this project e.g. the early-
grade students whose handwriting in Urdu was not good or the students of class VIII who did
not have good communication skills)
Ans. The students of secondary school were the participants of the current research. The
students were focused during the research because they were taught using brainstorming
technique in the classroom for learning reading comprehension effectively. In subject
English, the teacher mostly uses lecture method to facilitate the students but the literature
suggested that brainstorming activity is the most effective technique to teach reading
comprehension. Moreover, the method is responsible to increase the students’ academic
performance.
On the other hand, students were mainly focused because our educational system
emphasize on students learning. The students’ performance was measured using MCQs test
developed by the use of 10th grade English text book.
Population
The population of the study comprised of grade 10 th students in district Haripur.
Moreover, all the students of grade 10 th in district Haripur are considered as the population of
the study.
Sample
The sample of the study comprised of 42 students in grade 10 th at School Name. At
first stage, used purposive sampling technique for selection of school i.e. School Name. At
second stage, students selected randomly. At third stage, two groups were given the names;
i.e. experimental and control group. The experimental group contained 21 while control
group contained 21 students.
7. How did you try to solve the problem? (10 marks)
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(Narrate the process step-wise. Procedure of intervention and data collection)
Ans. Research Design
The current research endeavor to use quantitative method and experimental pre and
post-test control group research design. For this purpose, two groups formulated i.e.
experimental group and control group. The experimental group was taught by modern
technique i.e. brainstorming technique while control group was taught by traditional method
as elaborated below:
Experimental Group X---------O---------X---------O
Control Group X---------O--------------------O
The researcher taught the experimental group while another teacher used lecture
method for control group. After treatment, both groups were given post-test MCQs and
compared their academic achievement.

Data Collection
The data collected from the students at grade 10 th. The researcher personally collected
the data from participant of the research in pre and post-test. The collected data saved in the
form of MCQs sheets.
Data Analysis
The data afterwards entered in Excel sheet for further process. In addition, the data
interpreted in SPSS and analyzed in the light of the objectives of the study. The independent
t-test and dependent t-test used to compare the results while Cohen’s d was used for effect
size.
Procedure
The study focused to examine the effect of brainstorming on reading comprehension
of secondary level students. For this purpose, a MCQs test used to achieve the desired
objectives of the study. The experimental research design was used and made two groups
namely control and experimental group. Different teachers taught these two groups. The
duration of the experiment was one month to device the modern technique in the classroom.
A pre and posttest was conducted and collected the data from the respondents. Afterwards, it
was analyzed using SPSS.
8. What kind of instrument was used to collect the data? How was the instrument
developed? (05 marks)
(For example: observation, rating scale, interview, student work, portfolio, test, etc.)

10 | P a g e
Ans. The topic of current research recommended to use experimental research design. A
MCQs test, however, developed as tool of the study. The related literature of brainstorming
technique fosters to use MCQs. The chunks of reading paragraphs from the text book of
English carried out and used to assess the reading comprehension of the students.. The three
chapters were selected for treatment. Moreover, paragraphs were taken from these chapters
that include the extensive vocabulary (Appendix-A). The chapters’ topics those are included:
1.
2.
3.
The tool contained a section of demographic information about the students. The
second section contained five (05) paragraphs from the above-mentioned chapters.
Furthermore, a reading skills rubric was used as a tool to assess the reading comprehension.
The rubric contained proficiency level that measured the comprehension skills of students.
The rubric was adopted and easily available on internet.
9. What were the findings and conclusion?
(Provide instruments and analysis as appendix) (10 marks)
Data Analysis
1. The table 1 showed that pre-test control group (N = 21, Mean = 15.4444, SD =
5.27046, SE Mean = 1.75682) and pre-test experimental group (N = 21, Mean =
17.4444, SD = 5.59265, SE Mean = 1.86422) have no difference in terms of their
achievement scores as predicted by t-value (-0.781) with p-value (0.446 > (0.05) and
found no effect size (0.368) (see Appendix –B Table 1).
2. The table 2 depicted that post-test control group (N = 21, Mean = 16.3333, SD =
5.56776, SE Mean = 1.85592) and post-test experimental group (N = 21, Mean =
26.2222, SD = 9.54958, SE Mean = 3.18319) have significant difference in terms of
their achievement scores as predicted by t-value (-2.684) with p-value (0.016 < (0.05)
and effect size (1.265) (see Appendix –B Table 2).
3. The table 3 illustrated that pre-test control group (N = 21, Mean = 15.4444, SD =
5.27046, SE Mean = 1.75682) and post-test control group (N = 21, Mean = 16.3333,
SD = 5.56776, SE Mean = 1.85592) have no difference in terms of their achievement
scores as predicted by t-value (-1.735) with p-value (0.121 > (0.05) and found no
effect size (0.163) (see Appendix –B Table 3).
4. The table 1 showed that pre-test experimental group (N = 21, Mean = 17.4444, SD =
5.59265, SE Mean = 1.86422) and post-test experimental group (N = 21, Mean =
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 26.2222, SD = 9.54958, SE Mean = 3.18319) have no difference in terms of their
achievement scores as predicted by t-value (-4.332) with p-value (0.003 < (0.05) and
effect size (1.121) (see Appendix –B Table 4).
Findings
Bases on the results of the research, following findings were made:
i. It was found that pre-test control group (N = 21, Mean = 15.4444, SD = 5.27046, SE
Mean = 1.75682) and pre-test experimental group (N = 21, Mean = 17.4444, SD =
5.59265, SE Mean = 1.86422) have no difference in terms of their achievement scores
as predicted by t-value (-0.781) with p-value (0.446 > (0.05) and found no effect size
(0.368) (Table 1).
ii. It was found that post-test control group (N = 21, Mean = 16.3333, SD = 5.56776, SE
Mean = 1.85592) and post-test experimental group (N = 21, Mean = 26.2222, SD =
9.54958, SE Mean = 3.18319) have significant difference in terms of their
achievement scores as predicted by t-value (-2.684) with p-value (0.016 < (0.05) and
effect size (1.265) (Table 2).
iii. It was also found that pre-test control group (N = 21, Mean = 15.4444, SD = 5.27046,
SE Mean = 1.75682) and post-test control group (N = 21, Mean = 16.3333, SD =
5.56776, SE Mean = 1.85592) have no difference in terms of their achievement scores
as predicted by t-value (-1.735) with p-value (0.121 > (0.05) and found no effect size
(0.163) (Table 3).
iv. It was found that pre-test experimental group (N = 21, Mean = 17.4444, SD =
5.59265, SE Mean = 1.86422) and post-test experimental group (N = 21, Mean =
26.2222, SD = 9.54958, SE Mean = 3.18319) have no difference in terms of their
achievement scores as predicted by t-value (-4.332) with p-value (0.003 < (0.05) and
effect size (1.121) (Table 4).
Conclusion
The following conclusion can be made based on results and findings of the study:
1. It was concluded that before treatment the both groups have same mean scores in
terms of their academic achievement in pre-test performance. Therefore, no flyer
cases were found before treatment in both groups (Finding 1).
2. The experimental groups achieved better results than control group after treatment. It
was concluded that brainstorming technique involved the students to jot down more
ideas by thinking and relate the meaning of the context with the new word. It also

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 helps them to explore more and cognitive abilities of the students improved that were
found in post-test performance (Finding 2).
3. Moreover, control group has similar achievement score in pre and post-test. It means
that conventional technique did not improve reading comprehension of students.
Hence, this technique is not appropriate for effective learning (Finding 3).
4. Experimental group has achieved better in post-test than pre-test as showed by its
mean value. So, it can be concluded that brainstorming helps the students to sketch
the meanings of the given text by thinking using cognitive abilities. As a result, the
students demonstrated good performance in post-test (Finding 4).
Recommendations
The following recommendations can be made based on the conclusion of the study.
1. For English teacher
a. The teacher can apply brainstorming technique in teaching reading learning
process as the way to make easy within understanding the content of the text.
b. The teacher should always improve his or her skills and knowledge in exploring
the class.
1. For the students
a. The students should pay attention to the teacher’s explanation.
b. The students should understand the content of reading material in order to answer
the questions provided.
c. The students should have a specific reading time each day to practice their ability
in English reading skill.
10. Summary of the Project (05 marks)
(What and how was the research conducted – main objective, process and findings)
Ans. The topic of the research “Effect of brainstorming on reading comprehension of
secondary level students”. The objectives of the study were (i) to find out the effect of
brainstorming on the reading comprehension of secondary level students, (ii) to compare the
use of brainstorming and conventional technique in increase of reading comprehension of
secondary level students and research question of the study were (i) what is the effect of
brainstorming on the reading comprehension of secondary level students? (ii) does
brainstorming improve reading comprehension of secondary level students as compared to
conventional technique? The research study used quantitative method and experimental
research design. The population of the study comprised of grade 10 th students in district
Haripur. The sample of the study comprised of 42 female students in grade 10 th at School
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Name. The chunks of reading paragraphs from the text book of English carried out and used
to assess the reading comprehension of the students. The three chapters were selected for
treatment. Afterwards, the data was collected in pre and post-tests. After data collection, the
data was entered in Excel and interpreted in SPSS for further analysis. Afterwards, the results
came into the light. The results showed that experimental group outperformed than control
group. Therefore, it can be concluded that brainstorming technique involved the students to
jot down more ideas by thinking and relate the meaning of the context with the new word.
Therefore, the teacher can apply brainstorming technique in teaching reading learning process
as the way to make easy within understanding the content of the text.
11. How do you feel about this practice? What have you learnt? (Self-reflection) (10
marks)
Ans.
My research process was one of trial and error. Having only a little experience doing research
from high school, I often found myself navigating around to find the best way to approach
things. Starting off my research I really didn’t know where to go. Although, I was aware
about my research project and topic selection, but I did all my research work with the help of
my supervisor. she encouraged me and motivated me to complete mu research work. I
dedicate my this project to my worthy supervisor who not only helped me but also
encouraged me. after completion this project I learn that how to tackle a problem through a
systematic way, how to handle our variables in our research. the most important things which
I learned that the steps of research work, topic selection is a difficult stage, I leaned that how
to select the topic for study, I learned that how to make objectives of the topic, I leaned that
how make research instrument and data collection, at the end I also learned that how to
compare the data after pretest and post test.
The most profound thing I learned from my research is that when searching for the
articles the problem will never be that you cant find any but rather that there is too many to
even look through. This calls for the need to do excessive narrowing by what exactly you are
looking for as well as being as specific as you can. I feel I was fairly lucky that most of the
articles I found didn’t take excessive searching to find but the potential for a difficult
situation definitely stands. I also learned the the best sources are peer reviewed journals. This
is for many reasons including legitimacy but overall they seem to have more precise
information that is useful for a research project.
From my finding and conclusions I learned that teacher can apply brainstorming
technique in teaching reading learning process as the way to make easy within understanding

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the content of the text. The teacher can always improve his or her skills and knowledge in
exploring the class. The students have to pay attention to the teacher’s explanation. The
students have to understand the content of reading material in order to answer the questions
provided. The students should have a specific reading time each day to practice their ability
in English reading skill.
12. What has it added to your professional skills as a teacher? (05 marks)
Ans.
After this research project, I want to add that brainstorming is an effective technique to
create the reading comprehension skills among students. in my research project I observe that
before treatment the both groups have same mean scores in terms of their academic
achievement in pre-test performance. Therefore, no flyer cases were found before treatment
in both groups. then I want to add that The teacher can apply brainstorming technique in
teaching reading learning process as the way to make easy within understanding the content
of the text The experimental groups achieved better results than control group after treatment.
It was observed that brainstorming technique involved the students to jot down more ideas
by thinking and relate the meaning of the context with the new word. It also helps them to
explore more and cognitive abilities of the students improved that were found in post-test
performance. I want to add that The teacher should always improve his or her skills and
knowledge in exploring the class. on the other hand Experimental group has achieved better
in post-test than pre-test as showed by its mean value. So, it can be concluded that
brainstorming helps the students to sketch the meanings of the given text by thinking using
cognitive abilities. As a result, the students demonstrated good performance in post-test. here
I want to add that The students should pay attention to the teacher’s explanation and The
students should have a specific reading time each day to practice their ability in English
reading skill
13. List the works you cited in your project (follow the APA manual – 6th Edition). (05
marks)
A-blowy (2006) mentioned for stages that must be followed in problem solving within
the brainstorming
Al-asar. S. (2000). Creativity in problem solving. Cairo: Dar Qeba Publishers.

Al-Olimat, A. (2008) the effect of Brainstorming and Discovery in teaching Science in

developing creative
Al-otaibi, W. (2002). The Effectiveness of Brainstorming strategy in developing creative
thinking ability
and achievement in science among first intermediate student in Riyadh city. Master
Thesis, Education faculty of girls. KSA.
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Brainstorming technique involves oral and pre-writing exercises for helping the learner
and for expressing

Brown, H.D. (2004). Some practical thought s about students- sensitive critical
pedagogy. The Language Teacher, 28/ 7 , 23-27.

Davidson, B. (1998). A case for critical thinking in the English language classroom.
TESOL Quarterly 32(1), 119e123.

Fisher, A. (2001). Critical Thinking: An Introduction. Cambridge university press,

Cambridge.

Frijters, S. ,Dam, G.T., Rijlaarsdam, G. (2007). Effects of dialogic learning on value-

loaded critical thinking. Learning and Instruction 18(1),
Ganji, H., Sharifi, H. P., & Mir-Hashemi, M. (1384/2005). The effect of brainstorming
on enhancing creativity in students. Education Quarterly
International, Detroit.

Kaplan, S. (1996) An Introduction to TRIZ, the Russian theory of inventive problem

solving, Ideation
Liaw, M.L. (2007). Content-based reading and writing for critical thinking skills in an
EFL context. English Teaching & Learning 31(2), 45e87.
Management Science, Vol. 13, No. 12, pp. B707-B717.

Mingers, J. (1992) Technical, Practical and Critical OR - Past, Present and Future? In
Alvenson, M. and
Miri, B., David, B. C., & Uri, Z. (2007). Purposely teaching for the promotion of higher-
order thinking skills: A case of critical thinking. Res Sci
Miri, B., David, B. C., & Uri, Z. (2007). Purposely teaching for the promotion of higher-
order thinking skills: A case of critical thinking. Res Sci
paradigm, Operations Research, Vol. 46, No. 1, pp. 9-16.

Rao, Z. (2007). Training in brainstorming and developing writing skills. ELT Journal,
61(2), 100-106.

Saaty, T.L. (1998) Reflections and projections on creativity in OR and MS: A pressing
need for shift in
session, those are:

thinking. Al-sharqa Humanitarian sciences Journal, 5(1).

Thompson, S. D., Martin, L., Richards, L., & Branson, D (2003). Assessing critical
thinking and problem solving using a web-based curriculum for students.
Internet and Higher Education, 6 , 185- 191.
Walton, D. and Krabbe, E. C. W (1995). Commitment in Dialogue. Albany: SUNY
Press.
Weick, Karl E., Kathleen M. Sutcliffe, & David Obstfeld (2005). ‘Organizing and the
process of sensemaking’. Organization Science 16: 409–
Willmott, H. (eds.) Critical Management Studies, SAGE publications. Morris, W.T.
(1967) On the Art of Modelling,

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Zayton (2001), brainstorming was developed by Alex Osborn to produce ideas without
inhibition.

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 APPENDIX-A
English 10th Class Time allowed: 40 Min

Name: _________________________.

Choose the correct one:

1. Hatim Tai was an __________________ chief, famous for his generosity.

a. Arab Tribal
b. Afghan Tribal
c. Taliban Tribal
d. Iran Tribal
e. Quraysh Tribal
2. The messenger came back to the ________________ and told him the story.
a. Wazir
b. Friend
c. Hatim tai
d. Sultan
e. Chief
3. In beginning Gulliver was a __________________.
a. Engineer
b. Doctor
c. Scientist
d. Teacher
e. Captain
4. The little people discovered by Gulliver were about ______________ tall.
a. 11cm
b. 12cm
c. 13cm
d. 14cm
e. 15cm
5. The ________________ were too small to hurt the Gulliver very much.
a. Guns
b. Ropes
c. Arrows
d. Sword
e. Bows
6. A big ship found Gulliver and took him back to __________________.
a. England
b. Ireland
c. Netherland
d. Belgium
e. Scotland
7. Computer has made work and activities quicker and _________________.
a. Easier
b. Complicated
c. Difficult
d. Slower
e. Harder

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8. Quaid-e-Azam got his early education from __________________.
a. Primary school
b. Private school
c. Public School
d. Madrassa
e. Home
9. At the age of _______________ Quaid-e-Azam went to England for Higher
education.
a. 15
b. 17
c. 19
d. 21
e. 23
10. The people of India wanted to get _________________ from British rule.
a. Government
b. Commission
c. Slavery
d. Wisdom
e. Freedom
11. In __________________Quaid-e-Azam joined the All India Congress.
a. 1905
b. 1904
c. 1906
d. 1907
e. 1908
12. Muhammad Iqbal and __________________ realized the abilities of the Quaid.
a. Sir Syed Ahmed Khan
b. Muhammad Ali Johar
c. Liaqat Ali Khan
d. Nawab Waqar-ul-Mulk
e. Sikandar Hayat khan
13. Muhammad Ali Jinnah joined All India Muslim League in _________________.
a. 1913
b. 1915
c. 1917
d. 1919
e. 1921
14. We must help ___________ poor peoples.
a. A
b. An
c. To
d. The
e. With
15. The sport industry of _________________ is famous worldwide.
a. Faisalabad
b. Sialkot
c. Taxila
d. Multan
e. Karachi

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21 | P a g e
16. The poem ‘’Blessing of God’’ is written by __________________.
a. Jesse Ball
b. John Banim
c. Thomas Ashe
d. Sir Robert
e. Ceal Alexander
17. When ________________ is lost, something is lost and when character is lost,
everything is lost.
a. Wealth
b. Post
c. Health
d. Honor
e. Reputation
18. When we eat dirty food, the germs get into our body and cause ___________.
a. Fitness
b. Strong
c. Illness
d. Healthiness
e. Heartiness
19. Many wild animals like Leopards, wolves and bears are found in the forest of
_______________ valley.
a. Kaghan
b. Chitral
c. Narran
d. Mardan
e. Sawat
20. The _____________ Day of New Year is called Lantern festival in China.
a. 12th
b. 13th
c. 14th
d. 15th
e. 16th
21. New Year’s Eve and New Year’s Day are celebrated in China as a
___________________ fair, a time of reunion and thanks giving.
a. Friends
b. Family
c. Party
d. Marriage
e. School
22. On the sixth to the _______________ day, the Chinese visit their relatives and friends
freely.
a. 6th
b. 7th
c. 8th
d. 9th
e. 10th

22 | P a g e
23. The seventh day of the New Year in China is the day for __________________ to
display their produce.
a. Engineers
b. Carpenter
c. Farmers
d. Teacher
e. Doctor
24. Restore means ________________.
a. Bring forward
b. Bring left
c. Bring right
d. Bring back
e. Bring up
25. Huge means ___________________.
a. Big
b. Long
c. Short
d. Small
e. Fat
26. Pakistan first Governor General was ____________________.
a. Alma Iqbal
b. Sir Syed Ahmed khan
c. Liqat Ali khan
d. Quaid-e-Azam
e. Choudhary Rehmat Ali
27. According to the story of Gulliver ___________ago, ships were made of wood.
a. 245 years
b. 250 years
c. 255 years
d. 260 years
e. 265 years
28. Kaghan valley stretches from Northern end of the district Abbottabad and
________________.
a. Battagram
b. Chitral
c. Charsadda
d. Kohistan
e. Mansehra
29. We saw _________ tiger.
a. The
b. An
c. A
d. To
e. be
30. Protect means to ________________.
a. Hurt
b. Defeat
c. Beat
d. Run
e. Save

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APPENDIX-B

DATA ANALYSIS

Table 1

Comparison of control and experimental group before treatment.

Groups N Mean SD SE Mean t Sig. Cohen’s d

Control 21 15.4444 5.27046 1.75682

-0.781 0.446 0.368
Exp 21 17.4444 5.59265 1.86422

Not Significant at 0.05 level

Table 2

Comparison of control and experimental group after treatment.

Groups N Mean SD SE Mean t Sig. Cohen’s d

Control 21 16.3333 5.56776 1.85592

-2.684 0.016 1.265
Exp 21 26.2222 9.54958 3.18319

Significant at 0.05 level

Table 3

Comparison of control group score before and after treatment.

Groups N Mean SD SE Mean t Sig. Cohen’s d

Before 21 15.4444 5.27046 1.75682

-1.735 0.121 0.163
After 21 16.3333 5.56776 1.85592

Not Significant at 0.05 level

Table 4

Comparison of experimental group score before and after treatment.

Groups N Mean SD SE Mean t Sig. Cohen’s d

Before 21 17.4444 5.59265 1.86422

-4.332 0.003 1.121
After 21 26.2222 9.54958 3.18319

Significant at 0.05 level

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