Title: Comparative Analysis Of Guided Inquiry And Brainstorming Teaching Strategies On Students' Academic Achievement And Interest In Basic Science
Authors: MAKINDE, Olamide Philips, Associate Prof. OYOVWI, Edarho Oghenevwede
Volume: 9
Issue: 9
Pages: 173-178
Publication Date: 2025/09/28
Abstract:
This study investigated how two instructional strategies, guided inquiry and brainstorming, affect students' achievement and interest in Basic Science. A quasi-experimental pretest-posttest design was used, with participants placed in either a Guided Inquiry or a Brainstorming group. The Basic Science Achievement Test (BSAT) and the Basic Science Interest Scale (BSIS) used for data collection were administered before and after instruction, and ANCOVA was employed to control for initial differences and evaluate the effects of each method. Results showed that learners taught via the Brainstorming technique achieved significantly higher posttest scores for both achievement and interest than those taught through Guided Inquiry. The advantage observed for the Brainstorming group was linked to its interactive, collaborative format, which better motivated students and enhanced learning outcomes. These findings underscore the value of active, student-centered teaching strategies for improving academic performance and fostering interest in science. Based on these results, it is recommended that educators incorporate Brainstorming techniques into science instruction to enhance student engagement, critical thinking, and academic success.