This Study aims at identifying the influence of using brainstorming strategy on the achievement of education specialized students in national education course at the Jordanian universities and their attitudes towards it.  In order to achieve the goals of the study, achievement tests, which are consisted of (50) paragraphs, have been used. In addition to a questionnaire consists of (32) paragraphs distributed on three areas and applied on a sample of (266) female and male students who are selected by the accidental sampling method for a one academic semester. They are divided into two groups: The first is a control group consists of (130) female and male students taught traditionally during the academic year (2012-2013). Whereas, the second group is experimental that consists of (136) female and male students and is taught using the brainstorming strategy. Results showed that there is a statistically significant effect of using brainstorming strategy on student achievement and it shows a similar statistic significant to their attitudes towards it. However, the study shows that there are differences that are statistically significant attributed to gender variable and it is in the favor for males. It also shows a difference attributed to the academic year variable and it is in the favor for the third and fourth year students, in addition to the difference at the major study variable which is in the favor for the scientific specialties. While there is no statistically significant found among students’ attitudes that could be attributed to the variables of students’ gender, academic year and the major study. As the study also clarifies that there is a statistically significant strong positive association between students’ achievement and attitude. The study recommends developing students’ cognition by using brainstorming strategy in teaching the national education course through applying several activities.

This Study aims at identifying the influence of using brainstorming strategy on the achievement of education specialized students in national education course at the Jordanian universities and their attitudes towards it.  In order to achieve the goals of the study, achievement tests, which are consisted of (50) paragraphs, have been used. In addition to a questionnaire consists of (32) paragraphs distributed on three areas and applied on a sample of (266) female and male students who are selected by the accidental sampling method for a one academic semester. They are divided into two groups: The first is a control group consists of (130) female and male students taught traditionally during the academic year (2012-2013). Whereas, the second group is experimental that consists of (136) female and male students and is taught using the brainstorming strategy. Results showed that there is a statistically significant effect of using brainstorming strategy on student achievement and it shows a similar statistic significant to their attitudes towards it. However, the study shows that there are differences that are statistically significant attributed to gender variable and it is in the favor for males. It also shows a difference attributed to the academic year variable and it is in the favor for the third and fourth year students, in addition to the difference at the major study variable which is in the favor for the scientific specialties. While there is no statistically significant found among students’ attitudes that could be attributed to the variables of students’ gender, academic year and the major study. As the study also clarifies that there is a statistically significant strong positive association between students’ achievement and attitude. The study recommends developing students’ cognition by using brainstorming strategy in teaching the national education course through applying several activities.