EFFECT OF BRAINSTORMING INSTRUCTIONAL STRATEGY ON ACHIEVEMENT IN SCIENCE IN RELATION TO SCIENTIFIC ATTITUDE

This research examines the impact of the brainstorming instructional technique on academic performance in the field of science, specifically in connection to the scientific mindset. The sample included 120 students from two private schools in Amritsar City, who were enrolled in the IX level and connected with CBSE, New Delhi. The research examined two distinct factors, namely instructional tactics and scientific mindset. There were two separate levels of analysis that were performed on the variable of instructional approaches. These levels were brainstorming instructional strategy and conventional teaching approach levels. A high, medium, and bad scientific attitude were the three degrees of scientific attitude that were investigated in this research, which focused on the variable of scientific student attitude. The achievement score was the dependent variable, and it was calculated by taking the pre-test score and subtracting it from the post-test score. The experimental group received training using the brainstorming instructional technique on five different subjects from the Science curriculum for ninth grade. The control group, on the other hand, was taught using the traditional teaching method by the researchers. The investigators designed the teaching material and achievement exam in Science. Data gathering was facilitated by the use of the technology. Both the Science achievement exam and the scientific attitude test were given. The mean gain scores were calculated after conducting pre- and post-testing for all the pupils. The examination of data included the use of statistical methods such as Mean (average) and SD (standard deviation). Both the F-ratio and the t-test were used in order to ascertain whether or not the calculated mean differences between the different groups and variables were statistically significant. A two-by-three analysis of variance (ANOVA) was performed on the data, and the results of the analysis brought the following conclusions: (i) The performance of the group using the brainstorming instructional technique was considerably better than the group using standard teaching methods. (ii) Science students with high scientific attitude scored higher than the students with medium and low scientific attitude group. (iii) A large Effect Size for the interaction for the teaching methodologies and the scientific attitude groups of science students was observed