Effect of Brain-Based Learning on Conceptual Change in Acid, Base and Salt among Chemistry Students of Varied Cognitive Ability in Onitsha Education Zone

Abstract

The study investigated the effect of brain-based learning on conceptual change in acid, base and salt among chemistry students of varied cognitive ability in Onitsha Education Zone. Three research questions guided the study and five hypotheses were tested at 0.05 alpha level. Quasi-experimental design was used in the study, specifically, the pretest-posttest non-equivalent control group design. The study population comprised 3, 103 SS2 students offering chemistry in Onitsha Education Zone, out which 108 students were selected using random and purposive sampling techniques. The instruments used for data collection were Test of Logical Thinking (TOLT) adopted from Tobin and Capie (1981) and Chemistry Students’ Conceptual Change Test (CSCCT) adopted from Zudonu (2013). Data was generated for the study by administering the instruments as pretest and posttest. Research questions were answered using mean and standard deviation while analysis of covariance was used to test the null hypotheses. The findings of the study showed that students taught acid, base and salt chemistry using brain-based learning had significantly higher mean conceptual change scores than those taught using lecture method. Also, there was a significant influence of cognitive ability level and gender on students’ conceptual change. It was recommended that seminars and workshop should be organized for chemistry teachers by school administrators to acquaint them with the effective ways of integrating brain-based learning into the teaching process of chemistry.