The focus of the present paper was to investigate the impact of Brain-Based Learning (BBL) on students' intrinsic motivation to learn and perform mathematics. Based on the implications of neuroscience in schools, the researchers designed the current experimental research with a single-subject A-B-A research design. The respondents were 39 eighthgraders enrolled in a boy's public secondary school in the academic year 2022-2023. As per the study design, it had three stages. Students were taught mathematics using the traditional lecture method in the baseline phase (A) and withdrawal phase (A). In comparison, in the treatment phase (B), the participants were taught mathematics using activities based on the BBL principles. The Mathematics Motivation Scale (MMS) was used to collect data during all study phases. The data were analysed using visual analysis and one-way repeated measure ANOVA. The researchers concluded that BBL had significant effect on students' intrinsic motivation to learn and perform mathematics. The teachers were recommended to develop and use BBL-based activities in mathematics teaching at elementary level.
Brain-Based Learning (BBL) is an instructional approach that addresses students’ achievement and learning goals from the perspective of the human brain. It entails specialised learning procedures centred on how human memory, attention, motivation, and conceptual cognitive learning work. The current experimental study was designed to investigate the effect of BBL approach on elementary students’ academic performance in mathematics. The study employed a single subject A-B-A research design. The participants under investigation were eighth graders of a public school selected using an intact group. During the treatment phase (B), the principal researcher taught students the concepts related to financial arithmetic, polynomials and factorisation focusing activities; visual storytelling, back-to-board, role play, i-Think maps brainstorming and visual imagery. These activities were based on 12 BBL principles. During the course of the study, the researchers collected data nine times using one-tier MCQs based tests. The data were analysed using visual analysis and one-way repeated measure ANOVA. Partial eta value (.317) revealed that BBL significantly affects students’ academic performance. To improve students’ mathematics performance, the researchers recommended practitioners to teach elementary level mathematics using BBL principles-based activities. Keywords: Academic performance, brain-based learning, one-tier MCQs, visual analysis, visual storytelling.
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