EFFECT OF TEAM WORK, SEQUENCE AND BRAINSTORMING LEARNING STRATEGIES ON ACADEMIC PERFORMANCE OF UPPER BASIC SOCIAL STUDIES STUDENTS IN DELTA STATE

Abstract

The study examined how teamwork, sequence, and brainstorming learning strategies affect the academic performance of Upper Basic Social Studies students in Delta State, Nigeria. It adopted a quasi-experimental design, involving pre-test and post-test evaluations with both experimental and control groups. The focus was on academic performance as the dependent variable and learning strategy as the independent variable. The study targeted Upper Basic 9 (JSS3) students in public schools in Delta North Senatorial District, encompassing 161 schools with a total student population of 14,952. Multi-stage random sampling technique, six schools were chosen, resulting in a sample size of 504 students. A teacher-made test in Social Studies (TMTSS) was used as the instrument, containing 50 objective questions based on the JSS3 Social Studies curriculum for the second term. The test was validated by Social Studies specialists and other educators from Delta State University. Data was collected from pre-test and post-test scores. The pre-test showed a mean score of 65.170 with a standard deviation of 8.579, while the post-test showed an improved mean score of 82.101 with a standard deviation of 8.417. The scores were analyzed using Pearson Moment Correlation, which resulted in a coefficient of 0.86. The findings indicated that students using teamwork, sequence, and brainstorming strategies performed better than those taught using traditional lecture methods. The study recommended that the government and professional associations organize regular workshops, seminars, and training sessions to teach innovative, activity-based strategies. Additionally, it suggested that teacher training institutions should include these strategies in their methodology courses.