Effect of Brain-based Learning in Developing Spatial Ability of Ninth Grade Students with Low Achievement in Mathematics

Al-Tarawneh, Ahmad; Altarawneh, Awad Faek; Karaki, Wejdan

doi:10.36941/jesr-2021-0112

Cited by 2 publications

(4 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This was followed by the integration of BBL in secondary schools, which accounted for 16% of the studies. These include those by Al-Tarawneh et al (2021), Alanazi (2020) and Wijayanti et al (2021). 12% of the studies conducted on the integration of BBL in science classrooms focused on form school students (3 studies), namely those of Saleh (2012a;2012b;2012c), while only 8% of the studies were conducted on primary schools.…”

Section: Discussionmentioning

confidence: 99%

“…A number of studies on the use of brain-based learning in the classroom show that its use impacts students' achievement positively. Al-Tarawneh, A., Altarawneh, A. F., & Karaki, W. K. (2021), Alanazi (2020), Al-Balushi andAl-Balushi (2018), Saleh and Subramaniam (2019), Sani (2019), Wijayanti, K., Khasanah, A. F., Rizkiana, T., Mashuri, Dewi, N. R., & Budhiati, R. (2021) and Riskiningtyas and Wangid (2019) demonstrate that such learning improved students' achievement in primary and secondary school science, in subjects including the major core ones of biology, chemistry, physics, and mathematics. Few studies have not found a significant positive effect of the use of brain-based learning on students' achievement.…”

Section: Paper | 75mentioning

confidence: 99%

See 1 more Smart Citation

Integrating Brain-based Learning in the Science Classroom: A Systematic Review

Bada

Jita

2022

International Journal of Pedagogy and Teacher Education

View full text Add to dashboard Cite

<p class="p1">Brain-based learning (BBL) has been described as an important pedagogy that can be effectively used to enhance different teaching methods or strategies. It uses essential principles from brain-based theory to alleviate the disadvantages inherent in traditional teaching methods to achieve classroom goals and objectives. The use of such learning has significant implications for the teaching and learning of science (biology, chemistry, mathematics, and physics) subjects at elementary and secondary school levels. In this review, we scrutinise and discuss the results from 25 peer-reviewed studies and underline the methodology and strategies used to advance the integration of brain-based learning within science classrooms. We make a meta-analysis systematic review of how such learning has been used in the science classroom, the success achieved, and the different constructs used to integrate it into elementary and secondary schools. The findings reveal that quasi-experimental studies have dominated the methods used in integrating brain-based learning in science classrooms. In addition, this type of learning topped the different constructs used in science classrooms, with its<span class="Apple-converted-space"> </span>integration mainly in relation to mathematics. It is concluded that the principles of brain-based learning pedagogy can be adequately used in science classroom instruction because they consider the uniqueness of each student’s brain. This paper therefore recommends appropriate and continuous integration of such learning in the science classroom, especially in subjects where integration is currently low.</p>

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Paper | 75mentioning

confidence: 99%

Integrating Brain-based Learning in the Science Classroom: A Systematic Review

Bada

Jita

2022

International Journal of Pedagogy and Teacher Education

View full text Add to dashboard Cite

show abstract

“…This implies that these constructs relies on brain-based theory principles for their integration in the classroom. Some of these construct include brain-based learning (Al-Tarawneh et al, 2021;Alanazi, 2020;Al-Balushi & Al-Balushi, 2018;Riskiningtyas & Wangid, 2019;Sani et al, 2019;Wijayanti, Khasanah, Rizkiana, Mashuri, Dewi & Budhiati, 2021), brain-based learning approach (Akyürek & Afacan, 2013) brain-based teaching (BBT) (Saleh, 2012a;Saleh, 2012b), brain-based teaching approach (Saleh, 2012c) and brain-based teaching methods (Saleh & Subramaniam, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

“…A number of researchers have conducted investigations on the effect of BBT strategy on science students' achievement in secondary schools. While many of these studies have focussed on secondary school mathematics (Al-Tarawneh, Altarawneh & Karaki, 2021;Kartikaningtyas, Kusmayadi & Riyadi, 2018;Mastoni, Sumantri & Ibrahim, 2019;Mekarina & Ningsih, 2017;Noureen, Awan & Fatima, 2017;Priatna, 2017;Riskiningtyas & Wangid, 2019;Triana, Zubainur & Bahrun, 2019), others have focussed on finding the effect of BBT strategy on biology and chemistry secondary school students' achievement (Alanazi, 2020;Shabatat & Al-Tarawneh, 2016;Akyurek & Afacan, 2013;Varghese & Pandya, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

Effect of brain-based teaching strategy on students’ retention and self-efficacy in heat energy

Bada

Jita²

2023

J. Technol. Sci. Educ.

View full text Add to dashboard Cite

Inequality in education is a challenge that have persisted and still likely to persist for a long time in the field of education because students come into the classroom with different characteristics. This situation pose a great threat to the realization of classroom objectives especially during physics lessons because students struggle to remember the concepts that have been learnt overtime. The use of adequate teaching strategy might break this limitation thus making every student to engage in meaning learning. This paper has two objectives; (i) to investigate the effect of brain-based teaching strategy on students’ retention in heat energy (ii) to investigate if self-efficacy influence physics students’ retention in heat energy when taught using brain-based teaching strategy. This investigation adopt the pre-test post-test control group quasi experimental design. It involved 99 (experimental group, n= 46; control group, n=53) students randomly selected from two schools in Ondo. A researcher designed instrument titled heat energy test (HET) was used to obtain data for this study. HET was validated by three science education experts and two secondary school physics teachers. The data collected were analysed using mean, t-test and analysis of covariance (ANCOVA). The findings from this study reveal that brain-based teaching strategy has significant effect on the retention of physics students in heat energy and self-efficacy did not influence physics students’ retention in heat energy. This paper concludes that brain-based teaching strategy enhances the retention of physics concepts thus breaking the limitation posed by differences in the characteristics of the students.

show abstract

Effect of Brain-based Learning in Developing Spatial Ability of Ninth Grade Students with Low Achievement in Mathematics

Cited by 2 publications

References 9 publications

Integrating Brain-based Learning in the Science Classroom: A Systematic Review

Integrating Brain-based Learning in the Science Classroom: A Systematic Review

Effect of brain-based teaching strategy on students’ retention and self-efficacy in heat energy

Contact Info

Product

Resources

About