AN INVESTIGATION INTO THE STUDY OF FOSTERING SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT IN PHYSICS USING BRAIN-BASED LEARNING INSTRUCTIONAL STRATEGY

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AN INVESTIGATION INTO THE STUDY OF FOSTERING SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT IN PHYSICS USING BRAIN-BASED LEARNING INSTRUCTIONAL STRATEGY

Abstract

Science teaching in many schools has been done using didactic teacher-centered methods characterized by rote learning and memorization. This method of teaching has resulted in consistent poor achievement by students. The present study has therefore tried to find out whether and how a learner-centered instructional strategy such as “the brain-based learning (BBL) instructional strategy” could be used in fostering students’ achievement in physics. The study adopted a quasi-experimental control group design. Two research questions and two hypotheses guided the study. Eighty-oneSS2 physics students drawn through multi-stage sampling approach from two co-educational secondary schools in Ohafia Education zone of Abia State, Nigeria constituted the sample. A researcher-constructed instrument tagged brain-based physics achievement test (Bb-PAT) was used to collect data. The Bb-PAT with the model answers was validated by experts. Kudar-Richardson formula 20 (KR-20) was used to establish the reliability of the instrument which yielded a reliability index of 0.76. The research questions were answered using mean and standard deviation while the hypotheses were tested at 0.05 alpha level using analysis of covariance (ANCOVA). The result showed that the experimental group performed significantly higher than the control group in physics. However, no significant gender influence on students’ achievement was observed when acoustic concepts were taught using BBL instructional strategy. Recommendations were made based on the findings which included among others that federal ministry of education should consider including BBL instructional strategy as one of the learner-centered instructional strategies capable of enhancing students’ achievement in physics. Brain-based learning, achievement in physics, rote learning, memorization

 

TABLE CONTENTS

Title Page———i

Certification——–ii

Dedication———iii

Acknowledgement——-iv

Abstract ———vi

Table of Content——–vii

 

Chapter One

1.0 Introduction ——-1

1.1. Statement of Problem——4

1.2 Purpose of the Study——5

1.3 Significance of Study——8

1.4 Limitation——–9

1.5 Scope of Study——-11

 

Chapter Two

2.0 Review of Related Literature —-12

2.6. Summary of Literature Review—- 19

 

Chapter Three

3.0 Research Methodology and Procedure—22

3.1 Population ——–22

3.2 Sample and Sampling Technique—-22

3.3 Validation of the Instrument —-23

3.4 Reliability of the Instrument —–23

3.5 Data Analysis——-23

 

Chapter Four

4.0 Presentation and Discussion of Result—24

4.1 Analysis and interpretaion of Data—25

4.2 Discussion of Results——38

 

Chapter Five

5.0. Summary, Conclusion, and Recommendation –40

5.1 Summary——–40

5.2 Conclusion——–41

5.3 Recommendation——42

References ———45

Appendix 1——–47

Appendix ———50

AN INVESTIGATION INTO THE STUDY OF FOSTERING SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT IN PHYSICS USING BRAIN-BASED LEARNING INSTRUCTIONAL STRATEGY

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