Neuroscientific Study on the Effect of Brain-Based Learning on Students' Intrinsic Motivation to Learn Mathematics

Abstract

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.

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