EFFECTS OF BRAINSTORMING AND TEAM-PAIR-SOLO INSTRUCTIONAL STRATEGIES ON ACADEMIC ACHIEVEMENT OF BIOLOGY STUDENTS IN OGIDI EDUCATION ZONE

Abstract

This study investigated Effects of Brainstorming and Team-Pair-Solo Instructional Strategies on
Academic Achievement of Biology Students in Ogidi Education Zone, Anambra State. Six research
questions and eight hypotheses tested at a 0.05 significance level guided the study. A quasi-experimental research design specifically pretest and posttest non-equivalent control group of 3 X 2 factorial design was adopted. The population of the study comprised 3569 SS2 Biology students, which includes 1709 males and 1860 females in the 30 government-owned secondary schools in Ogidi Education Zone, Anambra State. A sample of 120 (50 males and 70 females) SSII Biology students selected using purposive sampling technique was used for the study. Data were collected using Biology Achievement Test (BAT), validated by three experts, one from the Department of Science Education, one from the Measurement and Evaluation unit of the Department of Educational Foundations, both from Nnamdi Azikiwe University, Awka, and one from an experienced Biology teacher. The reliability of the BAT was established using the Kuder-Richardson Formula 21 (KR-21), yielding a coefficient of 0.76. Data were gathered with the assistance of three trained research assistants. Descriptive statistics (mean and standard deviation) were used to answer the research questions, and ANCOVA was used to test the hypotheses at the 0.05 alpha level. Findings of the study revealed among others that; there was a significant difference in the mean achievement scores of students taught Biology using Brainstorming and Team-Pair-Solo Instructional Strategies (BSIS and TPSIS) and those taught using the Conventional Lecture Method (CLM). Male and female students taught Biology under the BSIS and TPSIS), and CLM did not differ significantly in their academic achievement, with only a marginal difference in post-test mean scores between the genders in both groups. Based on the results, it is recommended that; Schools should incorporate Brainstorming and Team-Pair-Solo Instructional Strategies (BSIS and TPSIS) into their Biology curricula to improve student achievement, professional training programmes should be developed for Biology teachers to facilitate the transition from teacher-centered to BS and TPS strategies, Policymakers and educational authorities should encourage application of BS and TPS strategies across other science subjects.