Author(s): Dr. Harsha Patil

Abstract: This study presents a comparative analysis of traditional and brain-based learning (BBL) strategies in enhancing academic performance among secondary school students. Grounded in cognitive neuroscience, brain-based learning emphasizes engagement through multi-sensory stimulation, contextual teaching, emotional connection, and learner-centered approaches. A quasi-experimental design was employed, involving two groups: a control group taught using traditional methods and an experimental group taught using BBL strategies over a six-week intervention period. Pre- and post-tests were administered to assess academic outcomes, complemented by observation checklists, feedback forms, and interviews to gauge behavioral and emotional engagement. Descriptive statistics revealed higher mean scores and reduced standard deviation in the experimental group post-intervention. Inferential statistical tools, including paired t-tests and ANCOVA, confirmed that the BBL group significantly outperformed the control group (p<0.05), with a large effect size (Cohen’s d > 0.8). Additionally, qualitative data highlighted improved motivation, attention span, and classroom interaction in the BBL group. These findings align with recent literature affirming the efficacy of brain-compatible instructional techniques in promoting deeper learning and cognitive engagement. The study concludes that brain-based learning not only enhances academic performance but also fosters emotional and behavioral growth. The findings advocate for the integration of neuroscience-informed pedagogy into mainstream educational practices, especially at the secondary level. Future research is encouraged to examine long-term impacts and scalability across diverse educational settings.

DOI: 10.22271/27891607.2024.v4.i2d.293

Pages: 300-306 | Views: 82 | Downloads: 29

Download Full Article: Click Here