International Journal of Progressive Sciences and Technologies (IJPSAT) ISSN: 2509-0119. © 2016 International Journals of Sciences and High Technologies http://ijpsat.ijsht-journals.org Vol. 3 No. 2 August 2016, pp.108-115 Corresponding Author: Jacob Filgona 108 Effect of Brainstorming Learning Strategy on Junior Secondary School Students’ Academic Achievement in Social Studies in Yola Educational Zone, Adamawa State, Nigeria Jacob Filgona Government Day Secondary School Monduva, Mubi South LGA, Nigeria Email: filgonajeff@gmail.com Dr. Linus K. Sababa, Murna Danladi Iyasco Department of Science Education, Adamawa State University, Mubi, Nigeria Email: sababalinus1234@gmail.com, murnaiyasco@gmail.com Abstract — The study investigated the Effect of Brainstorming Learning Strategy on Junior Secondary School Students’ Academic Achievement in Social Studies in Yola Educational Zone, Adamawa State, Nigeria. Three null hypotheses were formulated to guide the study. The study adopted a quasi-experimental design, non-randomized pre-test, post-test control group comprising two groups made up of one experimental group and a control group. Four schools and two hundred and three (203) JS II Social Studies Students made up the sample for the study. Four intact classes (two each) were randomly selected and assigned to experimental and control groups. The instrument used for data collection in this study was tagged “Social Studies Achievement Test” (SSAT), constructed by the researcher but patterned in line with BECE test items in Social Studies. The validity of this instrument was established by two experts in counselling psychology and test and measurement. The reliability of the instrument was established using Guttmann’s Split-Half statistic; which yielded a reliability index of 0.72. Independent samples t-Test and chi-square analysis of data revealed that there was a significant difference in the mean score of students taught social studies using brainstorming learning strategy and lecture method. There was a statistically significant difference in the retention rate of students taught social studies using brainstorming learning strategy and lecture method. There was no significant effect of gender on the academic achievement of students taught social studies using brainstorming learning strategy. Based on the findings, it was recommended that social studies teachers should incorporate brainstorming learning strategy with other instructional approaches in lesson delivery in order to improve students’ ability in learning and understanding social studies in junior secondary schools. Keywords— Academic Achievement; Brainstorming Learning Strategy; Effect of Teaching; Gender. I. INTRODUCTION The use of instructional strategies of teaching forms a major topic of discourse in educational researches. Educators have being advocating for a paradigm shift from traditional talk and chalk approach of teaching to an all engagement of students in the teaching learning process. Therefore, there is the need to adopt newer, effective and innovative instructional strategies that will promote effective teaching learning outcomes of students in social studies. Brainstorming learning strategy is one of such innovative instructional techniques that could be used by teachers to promote effective teaching learning outcomes of students in social studies. It is also an innovative strategy of problem solving where students sit in group and contribute ideas spontaneously and proffer solutions to those problems. Brainstorming learning strategy elicits higher levels of reflective thinking and creative problem solving, including synthesis, application and evaluation.