Abstract
The study was carried out to find out whether Brain-Based Learning Strategies had any effect senior secondary school students’ attitude to learning in the Federal Capital Territory, Abuja. A pre-test post-test Quasi Experimental Research design was used with a sample size of 142 Senior Secondary School Students (S.S.S 1) drawn from two Senior Secondary Schools in the Abuja Municipal Area Council. Two intact classes were used; one class drawn from each of the schools, the classes were assigned to Groups using a Lucky Dip. With 70 students constituted in the Experimental Group and 72 in the Control Group. The Student Attitude Scale (SAS) was used to collect data for the study. All hypotheses were tested at a significant level of 0.05 using t-test. Findings revealed a significant difference in Students Attitude to learning with a mean difference of 0.59 in favor of the Experimental Group. However, no significant difference was observed in Students Attitude to learning in the Experimental Group based on gender. It was recommended that teachers should adopt the Brain-based learning strategies in teaching Economics in Senior Secondary Schools. In addition, since the teaching pedagogy is Gender-fair, it should be implemented in all schools irrespective of learners’ gender.
Highlights
Learning is a principal function of the brain
The students in the experimental group recorded more improvement in mean score on attitude towards learning with mean difference of 0.6 in favour of the experimental group. This result revealed that the Brain-based learning strategies implemented in the experimental group has a positive effect on the students’ attitude to learning Economics
This result confirms the assertions by Adebayo (2005), Tufekci (2005), Tufekci and Demirel (2009), Akyurek and Afacan (2013), Jack and Kyado (2017), and Mekarina and Ningsih (2017) that, students in the experimental group taught with Brain-based activities recorded statistically significant mean score on attitude to learning
Summary
Learning is a principal function of the brain. Neuroscience and cognitive science have provided vital information that indicates that learning changes the physical structure of the brain. Desautels (2016) further added that, all unnecessary stimuli are put away so the brain can focus on the things at hand that pose an immediate threat These facts are important because in establishing positive learning environments educators must put students’ safety and comfort as high priorities. Most teachers using lecture method only lump information on students rather than facilitate a learning process that would help learners acquire, assimilate and exhibit good knowledge of the subject as the method involves students receiving information mainly through input given by teachers in the classrooms This hinders students’ innate learning potentials and ignores students’ individual differences leading to negative attitudes towards learning and its attendant poor academic performance. Should be designed to promote critical divergent thinking and equip students with information relevant to the real world and the ability to use such information as provided via brain-based learning strategy
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