Impact of Brain-based Teaching Practices on Students Learning Achievements in Mathematics at Secondary Level

Abstract

The purpose of this research project was to determine how brain-based instruction techniques affect secondary students' academic outcomes in mathematics. The sample for the research project comprised 90 students studying mathematics in grade 9. The researcher and math specialists created the tool to determine the effect of brain-based teaching on pupil educational accomplishments. To analyze the data and determine the mean disparity in the academic results of students with excellent, average, or poor performance, Post Hoc Test was used. The intent of the preliminary test was to assign students to trial and control categories based on how well they performed on the examination. Pupils in the experimental group were taught using a brain-based teaching approach while students belonging to the control group were taught using a conventional teaching method. Results of the study demonstrate that students belonging to the experimental group showed far better performance in the post-test compared to students taught through the traditional teaching method.