The Effects of Brain-Based Learning Approach on the Academic Performance and attitude of Students in Genetics

Abstract

INTRODUCTION

It has been understood that all learning process is brain-based and learning is effective when our is in good condition. This engagement of strategies in learning on how our brain works in the context of education is what we called-brain-based education. This study aimed to determine the effects of Brain-Based Learning Approach (BBLA) on the academic, attitude and retention of students in Genetics.

METHODS

To prove the effectiveness of BBLA towards Genetics, the researcher framed the variables as it was guided by the theory of Brain-Based Learning using a Pretest-Posttest Non-equivalent Group Design. The research procedure was divided into four phases (1) the development and validator of the BBL Activity Module in Genetics (2) administration of the pre-test on the academic performance and attitudes of biology students, (3) implementation of the Conventional Learning Approach and BBLA in teaching Genetics, and (4) administration of posttest on the academic performance and attitudes of students. The BBLA Module was subjected to ICC reliability testing and content validation of experts. The module was administered to two intact groups.

RESULTS

Academically, students who participated in the study were all profiled to be low to average in terms of academic performance. Significantly after subjecting them to lessons in Biology using BBLA and CLA, the student's undergone BBLA advances toa range of low to high academic performing learners compared to that of students who undergone CLA remained at low to average academic performing learners. Academic performance of the learners is definitely improved using the Brain-Based Learning Approach in Biology. Active participation and enhanced activity of BBLA in the lessons assure comprehensive high achievement among learners. BBLA and CLA preserve the improved academic performance of learners regardless of the attitudes of learners towards the subject. BBLA provides positive learning retention of concepts among learners through the enhanced teaching-learning process by giving emphasis in activating the brain through a series of retentive exercise and hydration.

DISCUSSIONS

The results showed a higher academic performance and learning retention in the experimental group than the control group, with both groups showing no significant change in the positive attitude towards Genetics. The results also encourage the educators and curriculum developers to enhanced learning activity modules that may cate to the needs of the learners.