Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 42 no. 1 (2025)

The Effects of Brain-Based Learning Practices on the Science Achievements of Learners in Select Thai Secondary Schools: Input to Instructional Strategies

Lovely May Dela Cruz

Discipline: Education

 

Abstract:

The study focused on the effects of brain-based learning practices to the Science achievement of learners in select Thai secondary schools during the academic year 2024-2025. The primary respondents were the junior high school students enrolled in select Thai secondary schools. The focus was on identifying specific BBL strategies, such as active participation, emotional and social environment, multisensory instruction, and conceptual understanding and application of scientific concepts. Data were collected from a diverse sample of students across various academic backgrounds and abilities in order to provide a comprehensive view of how these instructional practices influence science achievement. The findings revealed that brain-based learning is extensively implemented in the instruction of science to Thai students, with a focus on conceptual understanding and application, multisensory instruction, emotional and social environments, and participation. Also, Thai students demonstrate exceptional proficiency in science, as evidenced by their expertise in reflective journals, collaborative group work, portfolios, and performancebased assessments. Moreso, Thai students' performance in science classes is correlated with their use of brain-based learning strategies. Then, Brain-based learning approaches have a significant impact on students' reflective journals. As an outcome of the findings and the conclusions, the following recommendations were enumerated: Teachers may incorporate hands-on experiments, group discussions, and problem-solving activities that encourage active participation, making learning more engaging and memorable; Teachers may use various teaching methods that appeal to different senses (visual, auditory, kinesthetic), allowing students to experience concepts in multiple ways and reinforcing their understanding; Teachers may foster cooperative learning environments where students work together in groups, enhance social interaction, and allow students to learn from each other’s perspectives; Students may take the initiative to participate in class discussions, experiments, and group work, and active engagement helps reinforce knowledge and understanding; School administrators may provide teachers with training and resources on BBL practices, enabling them to integrate these strategies effectively into their science curricula; and School administrators may encourage collaboration among educators to share successful BBL strategies and create a supportive environment that values innovative teaching practices that enhance student achievement.



References:

  1. Akyurek, E. (2023). Effects of brain-based learning approach on students’ Ahmed G, Tayyub M, Ismail R (2020) Effects of Classroom Environment for Improving Students’ Learning at Secondary Level in Punjab Province, Pakistan. Sci Academique 1(1): 2-15.
  2. Akyurek, E. (2023). Effects of brain-based learning approach on students’ motivation and attitudes levels in science class. Mevlana International Journal of Education (MIJE), 3(1):104-119.
  3. Alanzi, F.H. (2020). Brain-based learning as perceived by saudi teachers and its effect on chemistry achievement of 7th graders. Journal of Baltic Science Education, 19(6): 864-874.
  4. Al-Balushi, K.A. (2020). Effectiveness of brain-based learning for grade eight students’ direct and postponed retention in science. International Journal of Instruction, 11(3):525-538.
  5. Al-Tarawneh, A., Altarawneh, A. F., & Karaki, W. K. (2021). Effect of brain-based learning in developing spatial ability of ninth grade students with low achievement in mathematics. Journal of Educational and Social Research, 11(5), 141-150. https://doi.org/10.36941/jesr-2021-0112
  6. Altun, S. (2023). Transformation of teachers through a collaborative-reflective training model: A case study on school-based professional development. South African Journal of Education, 43(2).
  7. Azevedo, J. P. (2020). Learning Poverty. https://openknowledge.worldbank.org      /bitstream/handle/10986/34654/Learning-PovertyMeasures-and-Simulations.
  8. Bada, A.A. (2022). Integrating brain-based learning in the science classroom: a systematic review. International Journal of Pedagogy and Teacher Education, 6(1).
  9. Bekkering, E. (2021). Class participation and student performance: A follow-up study. Information Systems Education Journal (ISEDJ), 19(4).
  10. Berti, S. (2023). Active student participation in whole-school interventions in secondary school. a systematic literature review. Educational Psychology Review, 35(52).
  11. Bussaban, K. (2019). Academic performance of bachelor of science students from course structure: a study in the faculty of science and technology at suan sunandha rajabhat university. International Journal of Information and Education Technology, 9(7).
  12. Chinnakali, P., Mahendran, C., Palaniappan, M., & Sumithra, R. (2020). Impact of interactive teaching on students’ performance in science education. Journal of Educational Research and Practice, 10(2), 40-50.
  13. Deeba, F. (2023). An Investigation of Role of Portfolio Assessment on Students’ Achievement. journal of social sciences review 3(1):149-161
  14. Dogan, Y. (2024). Effectiveness of portfolio assessment in primary education: A multi-complementary research approach. Evaluation and Program Planning, 106.
  15. Esplendori, G.F. (2022). Multisensory integration approach, cognitive domains, meaningful learning: reflections for undergraduate nursing education. National Library of Medicine.
  16. Fadeev, A. (2020). Multisensory learning environments. Research project Education on Screen. SHS Web of Conferences, 130.
  17. Garcia, A.K. (2021). Increasing student participation in elementary physical education increasing student participation in elementary physical education. Northwestern College, Iowa.
  18. Gazioglu, M. (2023). The impact of multisensory learning model-based tale-telling on listening skills and student opinions about it. Sec. Educational Psychology, 8.
  19. Immordino-Yang, M. H., & Damasio, A. R. (2020). We feel, therefore we learn: The relevance of affective and social neuroscience to education. Mind, Brain, and Education, 1(1), 3-10.
  20. Jensen, E. (2020). Brain-based learning: The new science of teaching and training (2nd ed.). Thousand Oaks, CA: Corwin Press.
  21. Johnson, D. W., & Johnson, R. T. (2019). Cooperative learning interventions in higher education: A meta-analytic instructional strategy. Review of Educational Research, 89(5), 745-794.
  22. Heydarnejad, T. (2022). The impacts of performance-based assessment on reading comprehension achievement, academic motivation, foreign language anxiety, and students’ self-efficacy. Language Testing in Asia, 12.
  23. Keramati, A. (2024). Students’ reflection on the effect of collaborative learning on the learning environment and academic achievement in online reflective platforms. Research Gate, 25(5).
  24. Klenk, M. H., & Evers, J. (2020). The impact of portfolio assessment on student motivation and performance in science education. International Journal of Science Education, 42(3), 442-460.
  25. Kruawong, T. (2024). Enhancing science vocabulary and content knowledge of thaiefl students through content and language integrated learning (clil) and english science textbooks word lists (ESTWL). rEFLections, 31(1).
  26. Kruger, C.G. (2024). Collaborative learning to foster critical reflection by preservice student teachers within a canadian–south african partnership. Journal of Teaching and Learning, 16(3):69-95.
  27. Maier, A. (2020). Using Performance Assessments to Support Student Learning. Learning Policy Institute.
  28. McKay, J. (2024). Student perceptions of collaborative group work (CGW) in higher education. Studies in Higher Education, 49(2).
  29. McKenzie, W. (2023). Multiple Intelligences and the Teacher. Northwest Regional Educational Laboratory.
  30. Molinillo, S. (2020). Exploring the impacts of interactions, social presence and emotional engagement on active collaborative learnin in a social web-based environment. Computers & Education, 123: 41-52.
  31. Moon, J. A. (2023). Reflection and employability.
  32. Obniala, F. (2022). Enhancing science vocabulary through active learning approach: impacts to students’ performance in science six at marie vithaya school nakhonratchasima, Thailand. SRRN.
  33. Onge, J. (2020). Increasing active participation and engagement of students in circle formations. Networks: An Online Journal for Teacher Research, 19(1).
  34. Rania, N. (2021). Reflective practices to study group dynamics: implement power and understand the functioning of groups. Frontiers in Psychology.
  35. Ranjan, S., & Nanda, S. (2021). Impact of brain-based learning strategies on educational outcomes: A study of student engagement and retention. Journal of Educational Psychology, 113(2), 345-361.
  36. Siming, L. (2023). Natural science and engineering instructors’ knowledge and practice of brain-based instruction in Ethiopian higher education institutions. Science Direct, 9(11).
  37. Sinchai, P.S. (2023). Learning achievement and student satisfaction in the stem education through professional learning community in the chemistry class of secondary school students in the southern region of thailand during pandemic. Journal of Education Studies, 51(1).
  38. Sousa, D. A. (2021). How the brain learns (5th ed.). Corwin Press.
  39. Syahputri, D. The effect of multisensory teaching method on the students’ reading achievement. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 2(1):124-131.
  40. Tüzün, H., Yılmaz, A., & Yılmaz, E. (2021). The effect of brain-based learning on students’ academic achievement in science education: A meta-analysis. Journal of Educational Research, 114(2), 109-125.
  41. Wannathai, P. (2020). Investigating the ability in constructing scientific explanations of thai grade 10 students: insights from learning achievement, attitude, and school size. Science Education International 35(2),143-153.
  42. Windschitl, M., Thompson, J., & Braaten, M. (2021). A new approach to assessing students’ understanding of science: Assessment for learning and learning for assessment. Journal of Research in Science Teaching, 55(6), 743-767.
  43. World Bank (2019). Ending Learning Poverty: What Will It Take? Washington, DC:
  44. Vlachos, F. (2022). The effectiveness of a teaching approach using brain-based learning elements on students’ performance in a Biology course. Cogent Education, 9.

Tools


Copyright © 2025  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic