Journal of Education, Society and Behavioural Science, ISSN: 2456-981X, ISSN: 2278-0998 (Past),Vol.: 21, Issue.: 3
Effectiveness of Brain-based Learning Strategy on Students’ Academic Achievement, Attitude, Motivation and Knowledge Retention in Electrochemistry
Jack Gladys Uzezi1* and Kyado Joel Jonah1* 1Department of Science Education, Taraba State University, P.M.B. 1167, Jalingo, Nigeria.
Jack Gladys Uzezi1* and Kyado Joel Jonah1*
1Department of Science Education, Taraba State University, P.M.B. 1167, Jalingo, Nigeria.
(1) Nwachukwu Prince Ololube, Department of Educational Foundations and Management, Faculty of Education, University of Education, Port Harcourt, Nigeria.
(2) Nicholas J. Shudak, Dean, School of Education and Counseling, Wayne State College, Nebraska, USA.
(1) Yunus Günindi, Aksaray University, Turkey.
(2) Nancy Maynes, Nipissing University, Canada.
Complete Peer review History: http://www.sciencedomain.org/review-history/20027
The purpose of this study was to examine the effect of Brain-Based Learning strategy on students’ academic achievement, attitude, motivation and knowledge retention in Electrochemistry. The study used a pretest-posttest quasi-experimental design. A total of 87 Senior Secondary Two students from two intact classes from North-Eastern part of Nigeria with an average age of 17 years of 2015/2016 academic session participated in this study. One of the classes served as the experimental group that used Brain-Based Learning (N=40) while the other was control group that used Lecture-Based Teaching method (N=47). Data were collected through achievement test, attitude and motivation scales. The data collected were analyzed with means, independent t-test, and Analysis of Covariate which were used to compare the groups’ scores. The findings of the study revealed that the Brain-Based Learning approach used in the experimental group was more effective in increasing student achievement, attitude and motivation of students towards chemistry than the Lecture-Based approach used in the control group. It was identified that the difference between retention test scores were also statistically significant in favour of experimental group.
Brain-based learning; electrochemistry; academic achievement; attitude; motivation; knowledge retention.
DOI : 10.9734/JESBS/2017/34266Review History Comments