The Effect of Brain-Based Learning Strategy on the Development of Academic Achievement Levels in Biology Course amongst Tenth Grade Students

Abstract

The purpose of this study was to demonstrate the impact of brain-based learning strategy as an instructional strategy on the academic achievement level among tenth grade students in the field of life sciences. The researchers adopted a quasi-experimental approach. Four-eighty male and female students are participants of this study. The school was chosen randomly from the Latin Patriarchate Mixed Schools in Jordan because the school administration agreed to collaborate with the researcher. The sample was divided into two groups: Group A, the experimental group taught the brain-based learning strategy, and Group B, the control group taught the conventional strategy. To achieve the objectives of the research, the researcher prepared the teacher's guide and the suitable activities for the new strategy. After the preparation, the researchers used pre-test and post-test for measuring the academic achievement level of the students. The data was analyzed using descriptive statistics, one-way and two-way analysis of variance. The results show that there is a relationship between overall and detailed level academic achievement students' outcomes and the groups. The results also indicate no significant difference between genders in the study due to interaction with the strategy in teaching life sciences and the overall and detailed level as domains of analysis. The researcher formulated some recommendations, by the study's results, that the brain-based learning strategy helps the academic achievement levels in the teaching of life sciences.