The effect of brain-based learning strategy on the science achievement and self-efficacy of students with varied brain hemisphericity / Cecilia G. Estanislao.

By:

Estanislao, Cecilia G [Author.]

Material type: Text

TextPublication details: Manila : Technological University of the Philippines, 2021.Description: xiv, 126 pages : col. ill. ; 29 cm. + 1 CDROM (4 3/4 in)Content type:

Media type:

Carrier type:

Subject(s):

Science

LOC classification:

THE Q 101 E88 2021

Dissertation note: College of Science. -- Master of Arts in Teaching - General Science : Technological University of the Philippines, 2021. Summary: The main purpose of this study was to determine the effects of brain-based learning strategy (BBL) on the science achievement of grade 8 students and their self-efficacy across their brain hemisphericity. It was conducted at Pulong Sta.Cruz National High School in Sta. Rosa City, Laguna during the 3rd quarter of the school year 2019-2020. The sample of the study involved one heterogenous section of grade 8 students composed of 37 students which was chosen using purposive sampling. The study utilized the single group pretest-posttest pre- experimental design and the conduct of the study lasted for two weeks. The Brain Dominance Inventory (BDI) was administered to the students to classify their brain hemisphericity while the Self-Efficacy Questionnaire (SEQ) was administered to determine their level of self-efficacy before and after the treatment. The Science Achievement Test (SAT) was used to get their pretest and posttest scores. Rubrics scoring was utilized on the students’ outputs in the BBL activities to determine their performance. Results revealed that there is a significant difference between the pretest and posttest scores in the SAT and SEQ using paired t-test. This indicates that the students improved their science achievement and self-efficacy after their exposure to BBL. However, there is no significant difference between the posttest scores in the SAT and SEQ across brain hemisphericity groups, using t-test for independent samples. This indicates that BBL is equally effective in improving the science achievement and self-efficacy of the students regardless of whether they are left-brained or right-brained. Their performance in the BBL activities is described as good. Morever, responses of the students’ in Learning Experiences Survey (SLES) revealed that the students had positive experiences in learning science after the use of BBL strategy. They found the activities enjoyable and meaningful.

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Item type	Current library	Shelving location	Call number	Copy number	Status	Date due	Barcode
Master's Thesis	TUP Manila Library	Thesis Section-2nd floor	THE Q 101 E88 2021 (Browse shelf(Opens below))	1	Not for loan		THE0004898

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Master's thesis.

College of Science. -- Master of Arts in Teaching - General Science : Technological University of the Philippines, 2021.

Includes bibliography.

The main purpose of this study was to determine the effects of brain-based learning
strategy (BBL) on the science achievement of grade 8 students and their self-efficacy
across their brain hemisphericity. It was conducted at Pulong Sta.Cruz National High
School in Sta. Rosa City, Laguna during the 3rd quarter of the school year 2019-2020.
The sample of the study involved one heterogenous section of grade 8 students composed
of 37 students which was chosen using purposive sampling. The study utilized the single
group pretest-posttest pre- experimental design and the conduct of the study lasted for
two weeks. The Brain Dominance Inventory (BDI) was administered to the students to
classify their brain hemisphericity while the Self-Efficacy Questionnaire (SEQ) was
administered to determine their level of self-efficacy before and after the treatment. The
Science Achievement Test (SAT) was used to get their pretest and posttest scores.
Rubrics scoring was utilized on the students’ outputs in the BBL activities to determine
their performance. Results revealed that there is a significant difference between the
pretest and posttest scores in the SAT and SEQ using paired t-test. This indicates that the
students improved their science achievement and self-efficacy after their exposure to
BBL. However, there is no significant difference between the posttest scores in the SAT
and SEQ across brain hemisphericity groups, using t-test for independent samples. This indicates that BBL is equally effective in improving the science achievement and self-efficacy of the students regardless of whether they are left-brained or right-brained. Their performance in the BBL activities is described as good. Morever, responses of the students’ in Learning Experiences Survey (SLES) revealed that the students had positive
experiences in learning science after the use of BBL strategy. They found the activities enjoyable and meaningful.

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