Impact of Brain-Based Instructional Strategy on Academic Performance of Deaf Students in Mathematics in Oyo School of Handicapped, Nigeria

Ola-Oluwa, Samuel Adejare; Ayantoye, Catherine A.

doi:10.22158/wjer.v3n2p447

Cited by 10 publications

(10 citation statements)

References 10 publications

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“…This could be attributed to the implementation of some Brain-based learning strategies such as, a exposure to highly challenging learning environment with absence of threat in the classroom which made students relate freely with their peers and teachers as well as developing positive emotional associations with fellow students and becoming more actively involved in their learning. The findings of this study in relation to the mean achievement scores of students in the experimental and control groups supported empirical related reviewed literatures such as Mekarina and Ningsih, (2017), Jack and Kyado (2017), Vaghese and Pradya (2016), Olaoluwa andAyantoye (2016), andAdebayo (2005) with affirmations that the positive mean gain in mean achievement scores of students taught using Brainbased learning is connected to the implementation of Brain-based learning strategies in the learning process. These findings also support Jensen (2000) who opined that nature's biological imperative is simple: no intelligence or ability will unfold until or unless it is given the appropriate model environment as demonstrated by the principles of Brain-based learning strategies.…”

Section: Discussion Of Findingssupporting

confidence: 85%

Effect of Brain-Based Learning Strategies on Secondary School Students’ Academic Achievement in Federal Capital Territory, Abuja, Nigeria

Okatahi

Mr.

2020

EAJESS

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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 teaching Economics by providing a relaxed environment with low threat, good nutrition, physical exercise, movement, drama, drinking of water before and during lessons.

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Section: Discussion Of Findingssupporting

confidence: 85%

Effect of Brain-Based Learning Strategies on Secondary School Students’ Academic Achievement in Federal Capital Territory, Abuja, Nigeria

Okatahi

Mr.

2020

EAJESS

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“…86 In another study with 41 DHH students, those with the lowest MA scored the highest on their mathematics attitudes. 87 These studies sampled participants with a range of MA levels.…”

Section: Dhh Studentsmentioning

confidence: 99%

“…In 249 DHH secondary students from Nigeria, student–teacher interactions were found to be most predictive of MA, followed by parental involvement and school environment 86 . In another study with 41 DHH students, those with the lowest MA scored the highest on their mathematics attitudes 87 . These studies sampled participants with a range of MA levels.…”

Section: Introductionmentioning

confidence: 99%

Mathematics anxiety in deaf, hard of hearing, and hearing college students

Mishra

Walker

Oshiro

et al. 2022

Annals of the New York Academy of Sciences

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While mathematics anxiety (MA) has been widely researched in recent decades, this study addresses significant gaps: namely, research that explores the relationship between MA and self‐reported mathematics experiences; samples adults with a range of MA levels; and controls for general anxiety. Additionally, the study sampled deaf and hard of hearing (DHH) students, whose diverse life and educational experiences often differ from hearing students’. We investigated whether DHH students’ experiences with mathematics (i.e., parental behaviors, school environment, and mathematics feelings) and demographic variables (i.e., hearing status, age, and gender) predict their MA, and whether these relationships differ from those in hearing students. Self‐report questionnaires were completed by 296 DHH and hearing college students. Linear regression analyses controlling for general anxiety led to the following inference: DHH students who reported more positive attitudes toward mathematics and school environments demonstrated higher MA. Also, the relationships between mathematics feelings, parental behaviors, and MA differed between DHH and hearing students. Logistic regression analyses showed no contribution of MA to students’ likelihood of pursuing STEM degrees in either DHH or between DHH and hearing groups. Overall, this work breaks new ground in the study of MA in DHH students and challenges standard views of the relationships between MA and individual experiences.

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“…This is because the most prevalent pedagogies employed in teaching students do not stimulate mental challenges which are precursors to deep learning experiences. The brain-based model of learning helps in remedying this problem by providing techniques that immerse the learners in complex, interactive experiences that are both rich and real (Olaoluwa and Ayantoye, 2016).…”

Section: Introductionmentioning

confidence: 99%

Application and Constraints of Brain-Based Learning in Physics Education

Amarachukwu

Ibeanu

Temitayo³

2022

JEP

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Purpose: This paper examines the application of brain-based learning in the teaching of Physics in the selected colleges of education in Oyo State. This study also seeks to identify the constraints and measure the perceptions of both students and teachers in the utilization of brain-based learning models in the teaching of Physics in the selected colleges of education. Methodology: This study adopted a quantitative research methodology in accomplishing the purpose and objectives identified. Multistage sampling was used in selecting a sample of 162 respondents (42 lecturers and 120 students). Instruments for data collection were Lecturers and Students Questionnaire Descriptive statistics (frequency and percentage counts) were used in analyzing the data. Findings: The results revealed that lecturers adopt the use of brain-based techniques in the teaching of optics, mechanics, and thermodynamics. However, in the teaching of concepts like nuclear physics relativity, and quantum mechanics the adoption level was low. A majority of lecturers further stated that this technique is only effective in a small class size. The responses of the students also point to the fact that a larger majority of them prefer a brain-based learning environment to the current teacher-focused mode of learning. Unique contribution to theory, practice and policy: It is recommended that educational training in Nigeria should focus not only on curriculum and students’ management but also on models such as brain-based learning in its practical dimension.

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Impact of Brain-Based Instructional Strategy on Academic Performance of Deaf Students in Mathematics in Oyo School of Handicapped, Nigeria

Abstract: 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.

Cited by 10 publications

References 10 publications

Effect of Brain-Based Learning Strategies on Secondary School Students’ Academic Achievement in Federal Capital Territory, Abuja, Nigeria

Effect of Brain-Based Learning Strategies on Secondary School Students’ Academic Achievement in Federal Capital Territory, Abuja, Nigeria

Mathematics anxiety in deaf, hard of hearing, and hearing college students

Application and Constraints of Brain-Based Learning in Physics Education

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