Validity of Brainstorming Strategy on Students’ Prior Knowledge and Academic Performance in Chemistry in Selected Secondary Schools in South-South Nigeria

Abstract

This study examined the effects of brainstorming strategy on students’ prior knowledge and academic performance in chemistry. A sample of 148 participants (made up of 71 female and 77 male students) in their intact classes were drawn from four selected coeducational secondary schools in two states in south-south Nigeria. The schools were assigned into two instructional groups- the experimental (brainstorming strategy) group with 73 and control (lecture method) group with 75 students. Data were obtained through the administration of Pretest followed with a seven week treatment, and then the administration of posttest. Data were analyzed using mean and analysis of covariance (ANCOVA). Results showed statistically significant difference in both mean knowledge and mean academic performance in favour of the brainstorming group. The result further showed no statistically significant difference in the mean academic performance of male and female students in the experimental group. More so, the study revealed no significant interaction effect of instructional strategies and sex on academic performance. From the results of this study it was recommended that science curriculum designers and teachers should respectively design and use appropriate instructional strategies and packages that can evoke students’ prior knowledge to promote learning.