The Impact of Brain-Based Learning on Students' Intrinsic Motivation to Learn and Perform in Mathematics: A Neuroscientific Study in School Psychology

Amjad Islam Amjad; Musarrat Habib; Umaira Tabbasam; Gulshan Fatima Alvi; Naveed Ahmad Taseer; Iqra Noreen

Vol. 16 No. 1 (2023) IEJEE

The Impact of Brain-Based Learning on Students' Intrinsic Motivation to Learn and Perform in Mathematics: A Neuroscientific Study in School Psychology

Amjad Islam Amjad
Musarrat Habib
Umaira Tabbasam
Gulshan Fatima Alvi
Naveed Ahmad Taseer
Iqra Noreen

Published October 1, 2023 | Pages: 111-122 | Views: 1172

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Abstract

The aim of the current study is to investigate the effect of Brain-Based Learning (BBL) on students' intrinsic motivation to learn and perform mathematics. Owing to the educational implications of neuroscience, the researchers planned the current experimental study with a single-subject A-B-A research design. The participants were eighth-graders enrolled in a boy's public secondary school in the district Kasur of Pakistan in the academic year 2021-2022. Students were taught mathematics using the traditional lecture method in the baseline phase (A) and withdrawal phase (A). In contrast, in the treatment phase (B), they were taught mathematics with activities based on the BBL approaches and principles. The Mathematics Motivation Scale was used to collect data. It was analysed using visual analysis and one-way repeated measure ANOVA. The researchers revealed that BBL significantly affects students' intrinsic motivation to learn and perform mathematics. The teachers are suggested to develop BBL-based activities to teach mathematics.

<p><em>The aim of the current study is to investigate the effect of Brain-Based Learning (BBL) on students' intrinsic motivation to learn and perform mathematics. Owing to the educational implications of neuroscience, the researchers planned the current experimental study with a single-subject A-B-A research design. The participants were eighth-graders enrolled in a boy's public secondary school in the district Kasur of Pakistan in the academic year 2021-2022. Students were taught mathematics using the traditional lecture method in the baseline phase (A) and withdrawal phase (A). In contrast, in the treatment phase (B), they were taught mathematics with activities based on the BBL approaches and principles. The Mathematics Motivation Scale was used to collect data. It was analysed using visual analysis and one-way repeated measure ANOVA. The researchers revealed that BBL significantly affects students' intrinsic motivation to learn and perform mathematics. The teachers are suggested to develop BBL-based activities to teach mathematics. </em></p>

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Keywords

brain-based activities, brain-based learning, intrinsic motivation, mathematics learning, visual analysis

Affiliations

Amjad Islam Amjad

School Education Department, Punjab, Pakistan

Musarrat Habib

Department of Education, The University of Lahore, Lahore, 54950, Pakistan

Umaira Tabbasam

Department of Education, Guangzhou University, Guangzhou, 510006, China

Gulshan Fatima Alvi

Naveed Ahmad Taseer

Iqra Noreen

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How to Cite

Amjad Islam Amjad, Musarrat Habib, Umaira Tabbasam, Alvi, G. F., Taseer, N. A., & Noreen, I. (2023). The Impact of Brain-Based Learning on Students’ Intrinsic Motivation to Learn and Perform in Mathematics: A Neuroscientific Study in School Psychology. International Electronic Journal of Elementary Education, 16(1), 111–122. Retrieved from https://www.iejee.com/index.php/IEJEE/article/view/2076