Effect of brain-based learning strategy on students' achievement in senior secondary school mathematics in Oyo State, Nigeria (original) (raw)
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EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES, 2020
The study was on the effect Brain-Based Learning Strategies on the academic achievement of secondary school students in Abuja, Nigeria. The pretest post-test Quasi Experimental Research design was used with a sample of 142 Senior Secondary School Students drawn from two schools. Two intact classes were randomly selected from each school. Data for the study was sourced using the Economics Achievement Test (EAT). The hypothesis was tested at a significant level of 0.05 using ANCOVA. The findings revealed a significant difference in the academic achievement with mean difference of 15.82 in favor of the Experimental Group. The study concluded that Brain-based learning strategies have significant effect on students’ academic achievement as the result indicated that the effect of the treatment, (brain-based learning strategy) was significantly positive on students’ academic achievement in Economics. The study recommended that teachers should adopt the Brain-based learning strategies in te...
This study investigated the impact of brain-based instructional strategy on academic performance of students who are deaf or hard of hearing (D/HH) in mathematics. A pre-test, post-test, control group quasi-experimental design was adopted with a 2 x 3 x 2 factorial matrix. The sample size of 41 students who are D/HH were randomly selected in the school. Two intact classes each were randomly assigned to the experimental group (Brain-Based Instructional Strategy-BBIS) and the Control Group respectively. The instruments used were, Mathematics Attitude Questionnaire (r = 0.81), Cognitive Style Test (r = 0.80), and Mathematics Anxiety Rating Scale (r = 0.81). Three research questions guided the study. Data obtained were analyzed using descriptive statistics of mean scores and standard deviations to explain and compare pretest and posttest scores of the experimental and control groups in all the criteria measured. Brain-based instructional strategy was more effective at improving students' attitude to mathematics than the conventional method. The findings of the study also indicated that tension and test-phobia which normally permeates the teaching-learning process of mathematics was highly reduced due to the optimal use of diverse brain compatible instructional materials among students who are D/HH.
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EFFECT OF BRAIN-BASED TEACHING APPROACH ON THE ACADEMIC ACHIEVEMENT AMONG SECONDARY SCHOOL STUDENTS
Rajkumari Gunisana Devi, Department of Community Health Nursing, Govt. College of Nursing, Safidon, Jind, Haryana, India, 2020
Brain based teaching is designed to help the teachers recognize that teaching could be made fascinating to students by introducing innovative methods of teaching. This approach of teaching provides meaningful learning when the teacher understands how the brain learns naturally. The research approach adopted in the present study was evaluative approach, and research design was quasi-experimental pre-testpost-test control group research design. Purposive sampling technique was used to select the sample for the study. The sample size was of 60 students of secondary school. Data were collected by using structured knowledge questionnaire schedule through multiple choice questions. Analysis of the data was done using descriptive statistics as mean, standard deviation and inferential statistics as Chi- square test. In experimental group overall mean pre-test academic score of study respondents was 11.50 (S.D=1.90) and 19.26 (S.D=1.94) was the mean post-test academic score. In the control group the overall mean pre-test academic score of students was 11.26 (S.D=1.98) and 14.22 (S.D=2.22) was the mean post-test academic score. . It is evident from the above table values that the overall academic mean post test score was higher than the mean pre-test academic score. In experimental group mean difference of (7.76), S.D = 2.96 of overall academic performance with paired’ value (16.65). In the control group the mean difference of (2.96), S.D = 0.24 of overall academic performance of the students with paired’ value (13.82). There was no significant association between the demographic variables such as age, gender, religion, residential areas, type of the family and family monthly income of academic performance of the students in the experimental and the control group Key words: Brain based teaching method, academic performance, secondary studen
The purpose of the study is to find out the effects of three instructional methods (Guided Discovery, Multimedia & Conventional methods) on mathematics achievement of secondary school students in Niger State. Three research questions and three corresponding hypotheses were formulated to guide the study. The design adopted was quasi-experimental design. The sample of the study was 144 years two (SSII) students from three intact classes. Mathematics achievement test (MAT) was the instrument used for data collection. Test retest method of destemming releasing was adopted. A reliability coefficient of 0.87 was obtained for Mathematics achievement test, using Cronbach alpha. The data were analyzed using Analysis of Variance(ANOVA) and Analysis of Covariance(ANCOVA). The hypotheses were tested at 0.05 level of significance. The result of the study revealed that that guided discovery and multimedia methods were more effective than conventional method. No significant difference was however observed between mean achievement scores of students with respect to ability level. It was recommended among others that since guided discovery and multimedia methods were more effective, it should therefore be popularized and integrated in the teaching of mathematics in our secondary schools.
Effectiveness of Brain-Based Learning Theory on Secondary Level Students of Urban Areas
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Effect of Brain Based Learning Strategies on Students' Achievement in Science
International Journal of Advanced Research and Development, 2019
The content and intent of this present research study is focused on to determine the effectiveness of brain-based learning on learning achievement in science of higher secondary school students. This study was executed as an experimental method and pretest-posttest control group design. The total population was stratified by the administration of Kolb's learning style inventory. The sample size consisted of 96 (+ 2 Science) first year students who were selected randomly by applying stratified random sampling and were placed in two groups of control and experiment (each group, 48 students). The researcher taught the experimental group through lessons designed on the basis of brain based learning principles for 12 weeks. The achievement test was used for collecting the data. The collected data were analyzed by using the statistical technique i.e. analysis of covariance (ANCOVA) test. The results of ANCOVA analysis test clearly indicated that the brain-based learning has effect on learning achievement in science. According to different researches, Brain-based Learning can be used as an intervention therapy for enhancing learning achievement in science of higher secondary students.
This study aims to determine the brain based learning model and creative thinking on the ability of understanding the concept of mathematics of primary school students. The research was conducted in Class IV SDN Rada Bolo Subdistrict, Bima District, NTB. Number of students is 32 students. The research design used experimental method with treatment design by level 2 x 2. Data analysis is the analysis of two-lane variance (ANAVA). The results of this study indicate that 1) There is a difference in the ability of students to understand the concept of mathematics between groups given brain based learning model and discussion learning model, 2) There is an interaction between brain based learning model and the ability to think creatively with the ability to understand students' mathematical concepts, 3) Brain based model learning is higher in value than discussion learning model of a group of students who have high creative thinking ability towards the ability to comprehend the concept of learning mathematics of students, and 4) Brain Based Learning Model is lower value than discussion learning model on group of students who have low creative thinking ability to the ability of understanding the concept of learning mathematics students. Cite This Article: Adi Apriadi Adiansha, Mohamad Syarif Sumantri, and Asriyadin, " The Effect of Brain Based Learning Model and Creative Thinking on the Ability of Mathematics Concept of Elementary Students. "
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