Relative Effectiveness of Brainstorming and Concept Mapping Instructional Strategies on Lower

The research looked into the relative efficacy of brainstorming and idea mapping as instructional methods in Social Studies for lower primary school students. The study used a quasi-experimental research design with a pretest, posttest, and control group. Primary three students in Ondo State made up the study's population. A total of 102 primary three students were included in the study, who were chosen using a multistage sampling technique. The central senatorial district of Ondo was chosen from among the state's three senatorial districts.In the senatorial district, two local government areas were selected using simple random sampling technique. Furthermore, two schools were selected from each of the local governments using purposive sampling technique. The criteria used in the selection were that: they were accessible, far from each other, and ready to participate in the study. In each of the schools, one primary three intact class was purposively selected based on the fact that pupils in primary three are more matured, more experienced, and fit for the task than pupils in either primary one or two. The two intact classes in each of the LGAs were randomly assigned to experimental and control group. In the first LGA, the two intact classes were assigned to brainstorming instructional strategy (experimental group) and conventional teaching method (control group) while in the second LGA, the classes were assigned to concept mapping instructional strategy (experimental group) and conventional teaching method (control group).As a result, two experimental groups and two control groups were formed. At the stage of study, the two control groups were combined into one. The three groups of students were given the same topics from the Social Studies main three curriculum. For data collection, three response instruments were used. The Social Studies Performance Test (SSPT), the Pupil Attitude Scale (PAS), and the Pupil Interest Scale are the three tests (PIS). Analysis of Covariance was used to examine the data obtained (ANCOVA).Result showed significant effectiveness of brainstorming and concept mapping instructional strategies on lower primary school pupils’ performance (F (2, 98) = 160.44, p= .000, p<.05), partial eta squared (ῆ2) = .766); retention (F (1, 50) = 5.957, p= .018, p<.05,partial eta squared (ῆ2) = .106) and attitude ((F (2, 98) = 542.723, p= .000, p<.05, partial eta squared (ῆ2) = .902). The result further established the fact that Brainstorming is more effective in all the areas tested. In addition, the result showed that there is no significant influence of pupil’s interest in Social Studies on their knowledge of the subject ((F (1, 99) = 3.923, p= .05, partial eta squared (ῆ2) = .038).Despite the fact that both Brainstorming and idea mapping instructional techniques are revolutionary in improving pupils' success, retention, and attitude in Social Studies, the study concluded that the two strategies were significantly successful in improving lower primary school pupils' learning outcomes in Social Studies as compared to traditional teaching methods. However, it was discovered that brainstorming was more successful than idea mapping.

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