Greener Journal of Educational Research
Vol. 11(1), pp. 33-42, 2021
Copyright ©2021, the copyright of this article is retained by the author(s)
Enhancing Students’ Conceptual Understanding in Physics using Brain-Based Learning Instructional Approach
Madeleine Chinyere Nwankwo (PhD)
Department of Science Education, Nnamdi Azikiwe University, Awka, Nigeria.
Article No.: 081221078
The study examined how brain-based learning (BBL) instructional approach could be used to enhance SS 2 physics students’ conceptual understanding of the concept of projectiles. An 18-item physics concept evaluation (PCE) developed by the researcher was used for data collection from a sample of 97 SS 2 students offering physics using pretest posttest. The sample was selected using multi-stage sampling technique. The instrument was validated by experts. Kuder-Richardson formula-20 was used to establish the reliability of the instrument which yielded a reliability index of 0.81. Two research questions and three hypotheses guided the study. The research questions were answered using mean and standard deviation while the hypotheses were tested at 0.05 level of significance using analysis of covariance (ANCOVA). The result indicated that BBL instructional approach can be used to enhance SS2 physics students’ conceptual understanding of the concept of projectiles; students in rural school outperformed their counterparts in urban school when exposed to BBL. The interaction effect of instructional approach and school location was not significant (P <0.05). Recommendations were made which included among others that physics teachers should strive to explore the application of BBL in the classroom instruction.
E-mail: mac.nwankwo@ unizik.edu.ng
Brain-based learning; conceptual understanding; projectiles.
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Cite this Article: Nwankwo, MC (2021). Enhancing Students’ Conceptual Understanding in Physics using Brain-Based Learning Instructional Approach. Greener Journal of Educational Research, 11(1): 33-42.
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