The Effectiveness of the Brain Based Teaching Approach in Dealing with Problems of Form Four Students' Conceptual Understanding of Newtonian Physics

Abstract

The aim of this study was to assess the effectiveness of the Brain Based Teaching Approach in dealing with problems related to form four students' conceptual understanding of Newtonian Physics, as currently taught in secondary schools. Techniques implemented in this study were based on the Brain Based Learning Principles developed by Caine and Caine (1991, 2003), Jensen (1996) and Sousa (1995). Using a brain compatibility strategy, the study paid specific attention and consideration on seven main areas: (i) activation; (ii) clarification of the outcome and painting the big picture of the lesson; (iii) making the connection; (iv) doing the learning activity; (v) demonstration of student understanding; (vi) review of student recall and retention/ closure; and (vii) previewing the new topic. The effectiveness of this Brain Based Teaching Approach within the targeted context was then assessed in a quasi-experimental research method involving 100 students from two Science Secondary Schools in northern peninsular Malaysia. Data collected from the results, based on the Test of Newtonian Physics Conceptual Understanding, were analysed descriptively and inferentially, using an independent sample t-test technique. The findings of the research showed that this teaching approach was effective in dealing with the problems mentioned. It was found that students who followed the Brain Based Teaching Approach possessed a better conceptual understanding of Newtonian Physics compared to students who were exposed to conventional teaching methods.

Tujuan kajian ini dijalankan adalah untuk menentukan keberkesanan Pendekatan Pengajaran Berasaskan Otak dalam menangani masalah berkaitan kefahaman Fizik Newtonian dalam kalangan pelajar tingkatan empat khususnya. Pendekatan ini dilaksanakan berdasarkan Prinsip-prinsip Pembelajaran Berasaskan Otak yang dibangunkan oleh Caine dan Caine (1991, 2003), Jensen (1996) dan Sousa (1995) melalui lima fasa pengajaran serasi otak iaitu: (i) activation, (ii) clarify the outcome and paint big picture of the lesson, (iii) making connection, (iv) doing the learning activity, (v) demonstrate student understanding, (vi) review for student recall and retention/closure dan (vii) preview the new topic. Keberkesanan pendekatan pengajaran ini dalam konteks yang disasarkan kemudiannya dinilai dalam kajian kuasi eksperimen yang melibatkan 100 orang pelajar tingkatan empat di dua buah sekolah di utara Semenanjung Malaysia. Data kajian yang diperolehi melalui pentadbiran Ujian Kefahaman Konseptual Fizik Newton kemudiannya dianalisis secara deskriptif serta inferensi. Hasil kajian menunjukkan bahawa Pendekatan Pengajaran Berasaskan Otak berkesan dalam menangani isu berkenaan. Didapati bahawa kumpulan pelajar yang mengikuti Pendekatan Pengajaran Berasaskan Otak mempunyai kefahaman konseptual Fizik Newton yang lebih baik berbanding dengan kumpulan pelajar yang menerima pengajaran secara konvensional.