ORIGINAL RESEARCH article
Front. Psychol.
Sec. Educational Psychology
Volume 16 - 2025 | doi: 10.3389/fpsyg.2025.1577912
Improving Students' Performance in Geometry: An Empirical Evidence of the Effectiveness of Brainstorming Learning Strategy
Provisionally accepted
Kazaik Benjamin Danlami1
Yusuf Feyisara Zakariya1,2*
Bashir Balarabe3Sarah Bader Alotaibi4Tahani Mohammed Alrosa4- 1Department of Science Education, Ahmadu Bello University, Zaria, Nigeria
- 2Department of Mathematical Sciences, Faculty of Technoloy, University of Agder, Kristiansand, Norway
- 3Deparment of Mathematics, Federal University of Education, Zaria, Nigeria
- 4Department of Teaching and Learning, College of Education and Human Development, Princess Nourah bint Abdulrahman University, Riyad, Saudi Arabia
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The persistent challenges in geometry performance among secondary school students in Nigeria demand innovative teaching methods that extend beyond conventional strategies.Objective: 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 .83 obtained using the test-retest method. The data generated were analysed 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, F(1, 137) = 227.124, p < .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, F(1, 34) = 1.609, p = .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 contextspecific and may not be generalizable without caution.
Keywords: brainstorming, Geometry performance, instructional strategies, gender differences, mathematics education
Received: 16 Feb 2025; Accepted: 13 Jun 2025.
Copyright: © 2025 Danlami, Zakariya, Balarabe, Alotaibi and Alrosa. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Yusuf Feyisara Zakariya, Department of Mathematical Sciences, Faculty of Technoloy, University of Agder, Kristiansand, Norway
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