Danlami Kazaik Benjamin, Zakariya Yusuf Feyisara, Balarabe Bashir, Alotaibi Sarah Bader, Alrosaa Tahani Mohammed
Department of Science Education, Ahmadu Bello University, Zaria, Nigeria.
Department of Mathematical Sciences, University of Agder, Kristiansand, Norway.
Front Psychol. 2025 Jul 1;16:1577912. doi: 10.3389/fpsyg.2025.1577912. eCollection 2025.
The persistent challenges in geometry performance among secondary school students in Nigeria demand innovative teaching methods that extend beyond conventional strategies.
This pretest and post-test quasi-experimental study investigated the effectiveness of brainstorming as an instructional approach to improve students' geometry performance.
The research involved 140 students from two coeducational public secondary schools, with 73 students assigned to an experimental group taught using the brainstorming strategy. In comparison, 67 students were placed in a control group that received instruction through the conventional method. Data were collected using the Geometry Performance Test (GPT) with a reliability coefficient of 0.83 obtained using the test-retest method. The data generated were analyzed using descriptive and inferential statistics to address the research questions and test the study's hypotheses.
The results indicated that the experimental group significantly outperformed the control group in posttest scores, = 227.124, < 0.001, with a mean score of 66.99 (SD = 9.17) compared to 46.76 (SD = 6.18) in the control group. No significant gender difference was observed in performance gains, = 1.609, = 0.213, suggesting that brainstorming is an effective teaching strategy without gender bias.
These findings show the potential of brainstorming as a powerful tool for improving students' performance in geometry with equitable effectiveness among male and female secondary students. Thus, we recommended that educators should integrate brainstorming into their mathematics classrooms as a proxy to close performance gaps among male and female students in mathematics and improve students' performance in mathematics. As this study was conducted in two public secondary schools in Kaduna State, Nigeria, we acknowledge that the findings are context-specific and may not be generalizable without caution.
尼日利亚中学生在几何学习成绩方面持续面临挑战，这需要超越传统策略的创新教学方法。
这项前测和后测准实验研究调查了头脑风暴作为一种教学方法对提高学生几何成绩的有效性。
该研究涉及来自两所男女同校公立中学的140名学生，其中73名学生被分配到使用头脑风暴策略教学的实验组。相比之下，67名学生被分入通过传统方法接受教学的对照组。使用几何成绩测试（GPT）收集数据，通过重测法获得的信度系数为0.83。对生成的数据进行描述性和推断性统计分析，以回答研究问题并检验研究假设。
结果表明，实验组在后测成绩上显著优于对照组，F = 227.124，p < 0.001，实验组平均成绩为66.99（标准差 = 9.17），而对照组为46.76（标准差 = 6.18）。在成绩提升方面未观察到显著的性别差异，F = 1.609，p = 0.213，这表明头脑风暴是一种无性别偏见的有效教学策略。
这些发现表明头脑风暴作为一种强大工具，在提高男女中学生几何成绩方面具有同等效力的潜力。因此，我们建议教育工作者应将头脑风暴融入数学课堂，以缩小男女学生在数学方面的成绩差距并提高学生的数学成绩。由于本研究是在尼日利亚卡杜纳州的两所公立中学进行的，我们承认研究结果具有特定背景，未经谨慎考量可能无法推广。
