The Effectiveness Of A Brain-Based Instructional Package On Academic Achievement Among Upper Primary School Students With Varying Levels Of Achievement

Abstract

The conventional educational system promotes memorization over cognitive development. A well-planned and implemented educational system is crucial for a child's holistic development. An effective learning approach is required to strengthen students' innate thinking abilities. Brain-based learning creates a safe, threat-free environment where meaningful content presentation prepares learners' brains to store, process, and retrieve information appropriately (Aziz-ur-Rehman et al., 2012). The researcher was confident that teachers can boost students' performance by maximising the brain's innate abilities.

The researcher used the quasi-experimental experimental design for this investigation. The researcher used a "Pre-test Post-test Non-equivalent group design" From quantitative data, the researcher determined that p>0.05. "There is no significant difference between the experimental group and the control group in pre-test achievement scores" was accepted.   "There is no significant difference between the experimental group and the control group in terms of post-test achievement scores" was rejected at the 0.01 level. The experimental group received more excellent post-test scores than the control group. The Brain-Based Learning Strategy was more effective in boosting achievement across all levels. In the post-test, a significant difference was detected between the experimental and control groups, as indicated by the F value (92.594) at the 1% level. Total sample adjusted post-test means differed at the 1% level (F = 97.902). Thus,  there exists a significant difference between the experimental and control groups in terms of post-test achievement scores for the overall sample.