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

Samuel O Wagbara Samuel O Wagbara

doi:10.47494/mesb.2020.5.63

Samuel O Wagbara Samuel O Wagbara

Open Access

https://doi.org/10.47494/mesb.2020.5.63

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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.

Highlights

In this era of science and technological advancement that is engulfed with positive changes and knowledge explosion
The null hypothesis two (Ho2) of the study which states that there is no significant difference between the academic achievement of students taught chemistry by the use of brainstorming strategy and those taught by use of lecture method was rejected
Firstly, this study has shown that brainstorming strategy have significant effect on academic achievement of students in chemistry

Summary

Introduction

In this era of science and technological advancement that is engulfed with positive changes and knowledge explosion. To improve academic achievement of students in science and chemistry in particular, this scenario can be replaced by innovation and diversification of strategies in the teaching and learning of science. This idea is in line with the discovery approach of Bruner (1960) as he asserted that learning process should create an environment that will enable learner to find things by himself. The approach coheres with the paradigm shift in the concept of nature of science, which uses the problem solving approach to gain new knowledge This method is the focus of modern scientific activity (Wagbara, 2015)

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