Brain Based Teaching Approach – A New Paradigm of Teaching

Authors: [1] Binu Mariam Thomas [2] Dr. S. Srikanta Swamy

Pages: 1-4

Abstract:

The aim of the study is to investigate the impact of brain-based teaching approach (BBTA) on the academic achievement of the secondary school students in relation to their issues related to stress. The study adopted quasi- experimental design. The sample constitutes 87 secondary school students of a private aided school in Bangalore city. The sample was grouped statistically into experimental group and control group. The researcher taught the experimental group whereas the control group by the class teacher. The researcher based on the three techniques of BBTA taught the lessons: techniques are namely Relaxed Alertness (RA), Orchestrated Immersion (OI) and Active Processing (AP). t test was used to test the null hypotheses at 0.05 level of significance. The purpose of the study was to determine: (a) difference between the academic scores of experimental group and control group, (b) any difference exist among boys and girls with respect to their academic scores, (c) the impact of BBTAon the stress of students. The findings revealed significant difference in the mean scores of the experimental and control group. It showed that BBTA had better impact in the academic achievement of the students. The result of the comparison of boys and girls on their academic scores showed that girls possessed higher mean scores than the boys. The impact of BBTAon the stress of the students was also measured. The pre and posttest scores were analysed. It revealed that BBTAhelped the students to reduce their stress level. The findings led to the conclusion that the brain based teaching approach used in the experimental group gave better impact on their academic achievement and in reducing the stress level of the students.