NEURODIVERSITY STRATEGY’S EFFECT ON STUDENTS’ CREATIVE MIND AMONG BASIC-7 INTERMEDIATE SCIENCE CLASSROOMS IN MAKURDI METROPOLIS

Wisdom Kwaghfan TERHEMBA; Jackson Ochigbudu ODE; Geoffrey Aondolumun AYUA; Emmanuel Edoja ACHOR

Publication Details

Publication Date: 09/06/2026
Volume / Issue: Vol 1, Issue 1 (2026)
Article No.: 005
Journal: British Journal of Contemporary Research
Received: 31 May 2026
Views: 31
Downloads: 8

Affiliations

Wisdom Kwaghfan TERHEMBA : Department of Science Education, Faculty Education, Rev. Fr. Moses Orshio Adasu University, Makurdi, Benue State , Nigeria

Jackson Ochigbudu ODE: Department of Science Education, Faculty of Education, Rev. Fr. Moses Orshio Adasu University, Makurdi, Benue State, Nigeria

Geoffrey Aondolumun AYUA: Department of Science Education, Faculty of Education, Rev. Fr. Moses Orshio Adasu University, Makurdi, Benue State, Nigeria

Emmanuel Edoja ACHOR: Department of Science Education, Faculty of Education, Rev. Fr. Moses Orshio Adasu University, Makurdi, Benue State, Nigeria

Abstract

Neurodiversity Strategy's (NDS) Effect on Students' Creative Mind among Basic-7 Intermediate Science Classrooms in Makurdi Metropolis was studied using pre-test post-test quasi-experimental-control research design. Two research questions and two hypotheses were used to guide the study. A multistage sampling technique was used to select 70 Basic-7 Intermediate Science students from a population of 1,996 students in 25 Government Grant-Aided schools in Makurdi Metropolis. Torrance Test of Creative Thinking (TTCT-Figural B) was adapted and used for data collection. TTCT was validated by five experts and was trial tested on 22 Basic-7 students. Test scores collected were computed by Pearson Product Moment Correlation and yielded a reliability coefficient of 0.89. Mean and standard deviation were used to answer research questions, while hypotheses were tested at 0.05 level of significance using Analysis of Covariance (ANCOV A). Findings revealed a significant difference in the development of creative-mind mean scores of students taught using NDS and those taught using ET in Intermediate Science (ρ < 0.05). Also, no significant difference in the development of creative-mind mean scores of male and female students taught Intermediate Science using NDS, (ρ < 0.05). The study concluded that the NDS was significantly more effective than the Expository Teaching (ET) method in enhancing the development of students' creative minds in Intermediate Science. Therefore, Science teachers were recommended to adopt NDS in teaching Intermediate Science to enhance students' creative mind at basic education level.

Keywords

Neurodiversity Strategy (NDS). Creative Minds Development (CMD) and Intermediate Science (IS).

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Wisdom Kwaghfan TERHEMBA , Jackson Ochigbudu ODE, Geoffrey Aondolumun AYUA, Emmanuel Edoja ACHOR (2026). NEURODIVERSITY STRATEGY’S EFFECT ON STUDENTS’ CREATIVE MIND AMONG BASIC-7 INTERMEDIATE SCIENCE CLASSROOMS IN MAKURDI METROPOLIS. British Journal of Contemporary Research, 1(1), Article 005.

Wisdom Kwaghfan TERHEMBA . “NEURODIVERSITY STRATEGY’S EFFECT ON STUDENTS’ CREATIVE MIND AMONG BASIC-7 INTERMEDIATE SCIENCE CLASSROOMS IN MAKURDI METROPOLIS.” British Journal of Contemporary Research, vol. 1, no. 1, 2026.

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Tracking ID BEX_MAY_26_011

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British Journal of Contemporary Research

Open Access · Peer Reviewed · Published by Bexford Publishing Ltd

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