Raising the Achievement and Retention Levels of Secondary School Students in Physics Through Brain-Based Learning Strategy in Taraba State, Nigeria

BSU Journal of Science, Mathematics and Computer Education, Vol. 1 No. 2, Nov 2020, Pp. 87-97

14 Pages Posted: 2 Apr 2021

See all articles by Emmanuel Edoja Achor

Emmanuel Edoja Achor

Benue State University

Omobolanle Gbadamosi

Peacock College of Education, Jalingo, Taraba State

Date Written: November 30, 2020

Abstract

This study investigated the effects of Brain-Based Learning Strategy on Students’ Achievement and Retention in Physics in Jalingo Education Zone, Taraba State. Quasi-experimental design, involving non-equivalent control group design was used for the study. Four research questions guided the study while four null hypotheses were tested at .05 level of significance. The population consisted of 2115 secondary school II students offering Physics from public secondary schools. The sample size for the study was 88 students offering Physics in secondary school II; consisting of 54 males and 34 females drawn from two public science oriented secondary schools using multistage sampling techniques. The instrument used for the study was Physics Students’ Achievement Test (PSAT) with reliability index of 0.72. The research questions were answered using mean and standard deviation, while the null hypotheses were tested at 0.05 level of significance using Analysis of Covariance (ANCOVA). The findings revealed that there was statistical significant difference between the mean achievement and mean retention scores of students taught Physics using Brain-Based learning strategy and those students taught using conventional learning strategy. However, the findings on gender revealed that there is no statistical significant difference in the achievement and retention scores of male and female students taught Physics using Brain-Based learning strategy. It is therefore recommended that pre-service Physics teachers’ trainees should be trained on the use of Brain-Based learning strategy, and teachers of Physics should be encouraged to use Brain-Based learning strategy to improve and bridge the gap between male and female physics students’ academic achievement and retention.

Keywords: Brain-Based Learning; achievement in physics; knowledge retention in physics; conventional strategy; gender

Suggested Citation

Achor, Emmanuel Edoja and Gbadamosi, Omobolanle, Raising the Achievement and Retention Levels of Secondary School Students in Physics Through Brain-Based Learning Strategy in Taraba State, Nigeria (November 30, 2020). BSU Journal of Science, Mathematics and Computer Education, Vol. 1 No. 2, Nov 2020, Pp. 87-97, Available at SSRN: https://ssrn.com/abstract=3789743

Emmanuel Edoja Achor (Contact Author)

Benue State University ( email )

Department of Science and Mathematics Education
Makurdi, 97001
Nigeria
+2348035157702 (Phone)

Omobolanle Gbadamosi

Peacock College of Education, Jalingo, Taraba State ( email )

Department of Physics
Jalingo
Nigeria
+2348038493555 (Phone)

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