BRAIN-BASED APPROACH AND THE STUDENTS’ MOTIVATIONS IN LEARNING PHYSICAL SCIENCE

Abstract

The study investigated the effects of Brain-based Blended approach on students’ motivations among Senior High School in Physical Science. Motivation is a crucial component of learning and is critical in determining students’ achievement. It is an internal process that activates the learners’ behavior to engage in science learning activities that is purposely designed in a form of learners’ material. Specifically the study aimed to identify six (6) motivational constructs as exposed to Brain-based Blended approach and find out the significant difference on students’ level of motivations and Brain-based Blended approach. The use of KACIE Model built on multiple Brain-based protocols on a web interface exposure was employed and Science Motivation Survey questionnaire was used with a reliable Cronbach alpha of 0.78. One shot pre experimental pretest-posttest research design was employed. Findings of the study revealed that students’ exposure to Brain-based Blended approach exhibited high motivations in their order of preferences such as control of learning beliefs, task value, extrinsic goal orientation, intrinsic goal orientation, self-efficacy for learning, and test anxiety. Further results show a significant difference between to students’ motivations and Brain-based Blended approach. A reflective analysis indicated that students valued and enhanced their learning in Physical Science.