Applying Brain Based Learning Modules for Learning Acceleration of 6th Grade Science Students

Hafiza Gulnaz Fatima; Dr. Uzma Quraishi; Dr. Afifa Khanam

doi:10.36902/sjesr-vol3-iss1-2020(27-34)

Hafiza Gulnaz Fatima PhD Scholar, Institute of Education, Lahore College for Women University, Jail Road, Lahore, Pakistan
Dr. Uzma Quraishi Professor, Women University Multan
Dr. Afifa Khanam Assistant Professor, Institute of Education, Lahore College for Women University, Jail Road, Lahore, Pakistan

DOI: https://doi.org/10.36902/sjesr-vol3-iss1-2020(27-34)

Keywords: Brain-based intervention, Learning acceleration, Cooperative learning, Practical Simulation, Problem Solving

Abstract

This pre-test post-test control group experimental study was conducted to identify difference in the performance of three BBL (Brain Based Learning) types of strategies; practical simulation, problem solving and cooperative learning on early elementary graders. The modules were developed by the researchers to find the effectiveness of BBL strategies over traditional chalk and talk method. The study involved three pairs of control and experimental groups randomly of sixth graders having N=30 each and total 180 students from district Lahore public schools. The students received intervention for four months for 4 chapters of 6^th grade General Science subject. All students were pre and post tested by a 40 item multiple choice concept based achievement test. The pre and post test scores of all control and experimental groups were compared to find out the achievement difference of students through comparing their gain score (post-test – pre-test) after intervention. The study revealed that all the three BBL modules were effective because the intervention groups showed greater gain score parallel to their control groups.