The Effectiveness of Problem-Solving Teaching with Two Methods of Group Games and Group Storytelling on the Slow-Learning Students' Social Skills

Abstract

The purpose of this study is to investigate the effectiveness of problem solving teaching with two methods of group games and group storytelling on the slow-learning students' social skills. For this purpose, 32 under 14 years old slow-learning students in Tehran were selected by available sampling. The sample group was randomly divided into two experimental groups with 8 subjects and one control group with 8 subjects. The Social Skills Inventory of Truscott (1989) was used to collect data. This was a quasi-experimental study with pre-test - post-test design. In each of the experimental groups, one of two methods of problem solving teaching namely, group storytelling and group games was conducted in one-hour 10 sessions and control group received no training. Inferential analysis of data was done by covariance methods and multivariate analysis of variance. The results showed a significant difference in scores of pre-test - post-test of experimental and control groups in subscales of social skills, lack of social competence and communication with peers. In other words, the problem solving teaching by two methods of group games and group storytelling has a positive effect on increasing social skills of slow learner students.