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Winberg, C., Winberg, S., Jacobs, C., Garraway, J., & Engel-Hills, P. (2016). “I Take Engineering with Me”: Epistemological Transitions across an Engineering Curriculum. Teaching in Higher Education, 21, 398-414.
https://doi.org/10.1080/13562517.2016.1160045

has been cited by the following article:

• TITLE: Application of Brain-Based Learning Strategy for Students’ Optimal Learning Outcomes in Mathematics

  AUTHORS: Samuel Adejare Olaoluwa

  KEYWORDS: Academic Achievement, Brain-Based Learning, Brain-Compatible Instructional Materials

  JOURNAL NAME: Creative Education, Vol.15 No.10, October 23, 2024

  ABSTRACT: Broadly, mathematics is regarded as a pivot upon which industrial and technological developments rest. It is time to ensure that the pedagogical approach to the teaching and learning of mathematics would be the type that could guarantee creative thinking and optimal learning outcomes. Research evidence on quality of teaching showed that students’ poor performance in mathematics stems mainly from inadequate instruction. Studies have shown that typical mathematics classroom is frosted with teaching techniques that are centered on explain-practice-memorize. Research evidence suggests that the adoption of learner-centered strategy based on the structure and functions of the brain can improve learners’ academic performance. Therefore, this study investigated the application and appropriation of brain-based learning strategy for students’ optimal learning outcomes in mathematics. Three research instruments were used for the study: Mathematics Attitude Questionnaire, Achievement Test in Mathematics and Cognitive Style Test. A sample size of 240 senior secondary school students was used for the study. The moderator effect of cognitive style was also examined on independent variable and dependent variable. The study adopted a pretest-posttest, non-equivalent control group design in a quasi-experimental setting. The results revealed significant main effect of treatment. The results showed that brain-based learning strategy is more sensitive at enhancing students’ performance in mathematics. It is hereby recommended that teachers of mathematics should design classroom instructions in juxtaposition with brain-compatible instructional materials for students’ optimal learning outcomes.