Effect of Brainstorming strategy on Senior Secondary School Students’ Academic Achievement in Chemistry in Rivers State, Nigeria

Samuel O. Wagbara

doi:10.47494/mesb.v5i.63

(1) Samuel O. Wagbara Department of Integrated Science Faculty of Natural and Applied Sciences Ignatius Ajuru University of Education Port Harcourt, Nigeria
Nigeria
(*) Corresponding Author

DOI:

https://doi.org/10.47494/mesb.v5i.63

Keywords:

paradigm, experimental research, chemistry, particular phenomenon, collaborative laerning, collaborative learning

Abstract

The paradigm shift of modern teaching and learning of Chemistry tilt towards activity oriented strategies that focus on creative thinking and team work to build new ideas. Hence, the main purpose of this study was to determine the effect of brainstorming strategy on senior secondary school student’s academic achievement in chemistry. This study adopted quasi experimental research design. A sample of (200) SS2 Chemistry students who were obtained by simple random sampling by balloting participated in the study. The data collected were analyzed by using mean and standard deviation to answer the research questions while Analysis of co-variance (ANCOVA) was used for testing the hypotheses at 05 level of significance. The study found that brainstorming had significant effect P < .05 on students mean achievement score in Chemistry. There was significant difference between the mean achievement scores of students exposed to brainstorming strategy in Chemistry P < .05 and those of lecture method in favor of brainstorming strategy. Gender does not have significant effect P > .05 on students taught Chemistry by use of brainstorming strategy. Hence, it becomes necessary for chemistry teachers to use brainstorming strategy in order to boost the academic achievement of students in chemistry.

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