Enhancing Students’ Conceptual Understanding in Mathematics using Brain-Based Learning Instructional Approach among Junior Secondary School students in Ekiti State, Nigeria

Abstract

This study investigated the effectiveness of the Brain-Based Learning (BBL) instructional approach in enhancing students’ conceptual understanding and academic achievement in Mathematics word problems among Junior Secondary School students in Ekiti State, Nigeria. Three research hypotheses were formulated for the study. The study adopted a pretest–posttest quasi-experimental research design. The population comprised 10,529 Junior Secondary School Two (JSS II) students in public secondary schools across the three senatorial districts of Ekiti State. A sample of 370 students drawn from nine selected schools participated in the study using proportionate and stratified random sampling techniques. Data were collected using a researcher-developed instrument titled Achievement Test on Brain-Based Learning on Mathematics (ATBBLM), which yielded a reliability coefficient of 0.89 using the split-half method. The experimental group was exposed to Brain-Based Learning instructional approach, while the control group was taught using the conventional teaching method. Data collected were analysed using Analysis of Covariance (ANCOVA) at 0.05 level of significance. The findings revealed that students taught Mathematics using the Brain-Based Learning instructional approach performed significantly better than those taught using the conventional method. The study further showed that gender and school location had no significant influence on students’ academic achievement when exposed to Brain-Based Learning. The study concluded that Brain-Based Learning instructional approach provides a more meaningful and supportive learning environment for Mathematics instruction than the conventional teaching method. It was therefore recommended that Mathematics teachers should adopt Brain-Based Learning strategies in classroom instruction, while educational stakeholders should organize regular training programmes to improve teachers’ competence in learner-centred instructional practices.