Effect of Brain-based Learning Model on Colleges of Education Students’ Retention and Attitude in “Current Electricity” in Taraba State, Nigeria

Abstract

The study investigated the effect of brain-based learning model on 100level physics students in colleges of education. Three research questions and two hypotheses were formulated. The entire population (intact classes) of 63 students was used, and it comprises of all the 100level physics students in the two colleges of education in Taraba State. A quasi-experimental design was employed and the experimental group was exposed to the treatment of brain-based learning model, while the control group was exposed to the conventional teaching method. Instruments used for data collection are the Current Electricity Achievement Test (CEAT) and a four-point attitude scale. The reliability of CEAT was estimated using the coefficient of internal consistency and the value of 0.90 was obtained. Research questions were answered using mean and standard deviation while hypotheses were tested using independent samples t-test analysis at 0.05level of significance. The result of this study showed that students taught with brain-based learning model acquired higher knowledge retention and positive attitude than their conventional teaching method counterpart. The result of findings, therefore, gives a recommendation that teachers should adopt the use of brain-based learning model in order to enhance students' achievement, knowledge retention and attitude.