Effects of Brain-Based Teaching Method on Physics achievement among ordinary school students

Abstract

This study was conducted to determine whether or not there is a significant difference in Physics achievement of ordinary school students (i) between those who were exposed to the Brain-Based Teaching Method (BBTM) versus those who followed the conventional teaching method (CTM), and (ii) between males and females who were exposed to the BBTM. The effects of the BBTM within the targeted context were assessed using a quasiexperimental research approach involving 90 students from two ordinary schools in Penang, Malaysia. Data collected through the Physics Achievement Test (PAT) were then analyzed descriptively and inferentially. The results showed that students who were exposed to the BBTM obtained a significantly higher mean score in the PAT compared to those who followed the CTM. It was also found that there was no significant difference in the PAT mean scores between male and female students in the BBTM group. These findings indicate that BBTM was effective in improving Physics achievement as well as in reducing the gender gap in Physics achievement among ordinary school students.