Students Skill Acquisition in Chemistry Practicals in the eyes of Brainstorming Instructional Strategy

Abstract

ABSTRACT

The study investigated the effect of brainstorming instructional strategy on students’ learning outcomes in Chemistry Practical. Gender and interest served as moderator variables.The study adopted a quasi-experimental design involving pre-test, post-test and control groups. The target population were all senior secondary two students offering Chemistry in Ifo local government area of Ogun state Nigeria. The sample was 115 chemistry students drawn from two senior secondary schools. Chemistry Practical Achievement Test (r= 0.87), Science Process Skills Acquisition Check List (r=0.91) and Students interest towards Chemistry Practical (r=0.67) were instruments used for data collection. Data was analyzed using percentages, frequencies, mean, Analysis of Co-variance and Multiple Classification Analysis at 0.05 level of significance.Instructional strategy only has a significant effect on Students skill acquisition in Chemistry Practical (F (1, 114) = 557.611, P < 0.05). It was concluded that brainstorming instructional strategy led to improved students’ skill acquisition in chemistry practical. It is recommended that the Brainstorming instructional strategy be made more popular and adopted by teachers for teaching chemistry practical in secondary schools.