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008			250224b |||||||| |||| 00| 0 eng d
040			_aTUPM _beng _cTUPM _dTUPM _erda
050			_aTHE Q 101 _bE88 2021
100			_aEstanislao, Cecilia G. _eAuthor.
245			_aThe effect of brain-based learning strategy on the science achievement and self-efficacy of students with varied brain hemisphericity / _cCecilia G. Estanislao.
260			_aManila : _bTechnological University of the Philippines, _c2021.
300			_axiv, 126 pages : _bcol. ill. ; _c29 cm. + _e1 CDROM (4 3/4 in)
336			_2rdacontent
337			_2rdamedia
338			_2rdacarrier
500			_aMaster's thesis.
502			_aCollege of Science. -- _bMaster of Arts in Teaching - General Science : _cTechnological University of the Philippines, _d2021.
504			_aIncludes bibliography.
520			_aThe 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.
650			_aScience
942			_2lcc _cTHE _n0
999			_c29376 _d29376