Effectiveness of Brain-Based Learning Toward Improving Students’ Conceptual Understanding: A Meta-Analysis

Authors

  • Aaron A. Funa Dr., College of Teacher Education, Sorsogon State University, Sorsogon, Philippines,
  • Jhonner D. Ricafort Dr., College of Teacher Education, Sorsogon State University, Sorsogon, Philippines,
  • Frances Grace J. Jetomo College of Teacher Education, Sorsogon State University, Sorsogon, Philippines,
  • Nestor L. Lasala Jr. College of Teacher Education, Sorsogon State University, Sorsogon, Philippines,

Keywords:

brain, brain-based pedagogy, education, learning poverty, reading comprehension, meta-analysis

Abstract

This study explores the effectiveness of brain-based learning (BBL) as a pedagogical approach to address the challenges of poor conceptual understanding, which may have worsened due to the COVID-19 pandemic aftermath. In this metaanalysis, 14 studies qualified using the Publish or Perish software and the Preferred Reporting Items for Systematic Reviews and Meta-analyses. Statistical analysis conducted using Comprehensive Meta-Analysis (CMA) Version 4 software by Biostat, Inc. Based on the results, the overall effect size (ES = 3.135) indicates that the use and integration of BBL principles and strategies have a significantly large and positive effect on student conceptual understanding. The moderator analysis revealed a significant difference between individual studies (p < .001); however, the overall results for academic level (p > .05) and discipline (p > .05) revealed no significant differences. Hence, each study included in this analysis may differ from one another due to the differences in various BBL strategies implemented; however, when grouped, they shared common effect sizes. With these findings, the researchers advocate the use of BBL principles and strategies to improve students' conceptual understanding at various levels in basic education, be it in English and STEM. Moreover, empirical studies focusing on a particular BBL variable, such as health and nutrition, are recommended for in-depth analysis and discussion.

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Published

2024-01-01

How to Cite

Funa, A. A., Ricafort , J. D., Jetomo, F. G. J., & Jr. , N. L. L. (2024). Effectiveness of Brain-Based Learning Toward Improving Students’ Conceptual Understanding: A Meta-Analysis. International Journal of Instruction, 17(1), 361–380. Retrieved from https://e-iji.net/ats/index.php/pub/article/view/510

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Articles