The Effectiveness of Brain -Based Teaching Approach (BBTA) on Motivating Students' Learning with Different Learning Styles to Physics (Newton's law in motion)

Taheri Asghari, Nasrin; Vahedi, Shahram; Tahmasebzadeh Sheikhlar, Davoud; Taghipour, Kiumars; Sabourimoghaddam, Hasan

doi:10.22055/psy.2023.43730.3031

The Effectiveness of Brain -Based Teaching Approach (BBTA) on Motivating Students' Learning with Different Learning Styles to Physics (Newton's law in motion)

Document Type : Research Article

Authors

Nasrin Taheri Asghari ¹

Shahram vahedi ²

Davoud Tahmasebzadeh sheikhlar ³

Kiumars Taghipour ⁴

Hasan Sabourimoghaddam ⁵

¹ phd student in education psychology, faculty of education and psychology university of Tabriz, Tabriz, Iran

² full professor in educational psychology, faculty of education and psychology,university of Tabriz,Tabriz.Iran

³ Asociate professor in educational psychology,faculty of education and psychology university of Tabriz, Tabriz,Iran

⁴ Associate professor in educational psychology,faculty of education and psychology university of Tabriz, Tabriz,Iran

⁵ Asociate professor in Cognitive Neuroscience,faculty of education and psychology university of Tabriz, Tabriz,Iran

10.22055/psy.2023.43730.3031

Abstract

The purpose of this study was to measure the effectiveness of the brain-centered teaching approach on the motivation to learn physics among second-year high school students. In this semi-experimental study, a pre-test-post-test design was used with a control group. The statistical population included female students of the twelfth grade of the second year of secondary school in the city of Takestan, with 50 people selected from among them as an available sample. The research tools included the brain-based educational package along with the learning motivation questionnaire for physics, daily writings and structured interviews of students. Initially, the subjects of both groups were pre-tested, after which the subjects of the experimental group were tested for eight weeks with the help of the brain-based method, whereby the subject of dynamics (Newton's laws) was taught. Meanwhile, the control group was subjected to common training at school. After the end of the intervention on the experimental group, the subjects of both groups were ascertained by the post-test. With the help of SPSS software, analysis of covariance was employed for data analysis. The findings indicated that the students of the experimental group had greater motivation to learn than the control group, and we observed their significant superiority in the subscales of internal motivation, goal and self-efficacy. Further, three motivational patterns were identified after the intervention: The first pattern of students' parallel motivation compared to pre-implementation of the experimental plan, the second pattern of students' motivation becoming positive after the experimental intervention, and the third pattern of students' motivation becoming negative following the experimental intervention. Overall, it can be concluded that brain-based education can be used by teachers and counselors as an effective intervention to boost motivation in second-secondary physics lessons.

Keywords

Brain- based teaching approach

Motivation

physics educatin

Abd Karim, M. M., Hussain, B. H., Yusoh, O., Razak, N. A., Musa, M., Rahmat, F., & Azmi, N. A. (2006). The study of students’ performance and profile enrollment in faculty of science and technology. Proceedings of Malaysian Association of Science & Mathematics. Universiti Pendidikan Sultan Idris

Ahmadi, S. (2012). Investigating the relationship between learning styles and academic performance and the motivation to progress among high school students in Noorabad city. Master's thesis, Azad University. [Persion]

Aina, J. K., & Michael Olu, A. (2018). The Application of Brain-Based Learning Paradigm in Science Education, Nigeria: A Review. Journal of Scientific and Engineering Research, 5(7), 325-331. https://ssrn.com/abstract=4361043

Ali Bawaneh, A. K., Md Zain, A. N., Saleh, S., & Kanesan Abdullah, A. G. (2012). The Effect of a Brain-Based Teaching Method on Conceptual Change in Students' Understanding of Electricity. Eurasian Journal of Physics & Chemistry Education, 4(2), 79-96. https://doi.org/10.51724/ijpce.v4i2.97

Almarzouki, A. F., Alqahtani, A. I., Baessa, J. K., Badaood, D. K., Nujoom, R. R., & Malibari, R. W. (2025). Neuroscience literacy and academic outcomes: Insights from a university student population. Brain Sciences, 15(1), 44. https://doi.org/10.3390/brainsci15010044

Akyurek, E., & Afacan, Ö. (2013). Effects of Brain-Based Learning Approach on Students’ Motivation and Attitudes Levels in Science Class. Mevlana International Journal of Education, 3(1), 104–119. http://mije.mevlana.edu.tr/

Asayesh, F. (2019). Investigating the effect of brain-based education on the learning motivation of secondary school female students in Hamedan, according to their learning styles. Master's thesis, Payam Noor University, Hamedan. [Persion]

Badiei, E., Nili, M. R., Abedini, Y., & Zamani, B. I. (2018). The effect of brain-based electronic courseware on problem solving performance and students' motivation in computer programming course. Scientific Journal of Education Technology, 14(4), 877-890. [Persion]

Boyd, J. (2013). The Relationship between Music Participation and Mathematics Achievement in Middle School Students. digitalcommons. Liberty. edu. https://www.google.com/url?sa=t&source=web&rct=j&opi=89978449&url=https://digitalcommons.liberty.edu/cgi/viewcontent.cgi%3Farticle%3D1723%26context%3Ddoctoral&ved=2ahUKEwiCtMaivLiSAxXmSEEAHUADOmwQFnoECBsQAQ&usg=AOvVaw2GNma-IDA5DYMv6FB3V7m6

Bruce, W. T., Dennis, A. A., & Dennis, R. S. (2007). Learning and Motivation strategies: your Guide to success. Pearson Education. ISBN 0131712020, 9780131712027

Caine, R. N., & Caine, G. (1991). Making connections: Teaching and the human brain. Alexandria, Virginia: Association for Supervision and Curriculum Development. https://files.eric.ed.gov/fulltext/ED335141.pdf

Caine, R., Caine, G., McClintic, C., & Klimek, K. (2005). 12 Brain/Mind learning principles in action. Thousand Oaks, California: Corwin Press. dOI:10.1111/j.1467-9647.2006.00283_4.x

Duman, B. (2006). The effect of brain-based instruction to improve on students’academic achievement in social studies instruction. Paper presented at the meeting of the ICEE 2006 9th International Conference on Engineering Education, San Diego, CA.

Malik Jumaah, F. (2024). BRAIN-BASED LEARNING THEORY AND ITS IMPACT ON ENGLISH LANGUAGE TEACHING. American Journal Of Social Sciences And Humanity Research, 4(08), 50–61. https://doi.org/10.37547/ajsshr/Volume04Issue08-04

Forgarty, R. (1992). Teaching for transfer: If minds matter. In J. B. Costa, & R. Forgarty, (Eds.), A foreword to the future (Vol. 1). Palantine, I. L.: Skylight.

ElAdl, A. M., & Eissa Saad, M. A. (2019). Effect of a brain- based learning program on working memory and academic motivation among tenth grade Omanis students. International Journal of Psycho-Educational Sciences, 8(1), 42- 50. https://files.eric.ed.gov/fulltext/ED594327.pdf

Gardner, H. (2000), how children think and how schools should teach, new tork: basic books. ISBN:0-465-08896-1

Gladys, J. U., Stella, D. G., & Omobolanle, G. B. (2018). Effect of Brain-based Learning Model on Colleges of Education Students’ Retention and Attitude in “Current Electricity” in Taraba State, Nigeria. Journal of Education, Society and Behavioural Science, 25(2), 1-15. doi: 10.9734/JESBS/2018/40519

Hasani, M., Dastjerdi, R., & Pakdaman, M. (2014). the effect of brain-based learning (bbl) on the attitude and academic progress of mathematics course. Planning Research, 20(47), 61-73. [persion]

Hestenes, D. (1992). Modeling games in the Newtonian world. American Journal of Physics, 60(8), 732-748. https://worrydream.com/refs/Hestenes_1992__Modeling_games_in_the_Newtonian_World.pdf

Horton, R., & Vondracek, M. (2004). Creating a High School Physics Research Program, the Physics Teacher, 42, 334-336. https://doi.org/10.1119/1.1790338

Hosseini Nasab, D., & Bikaei Mani, F. (1998). Students' perception of the psychological environment of the classroom and its relationship with academic achievement and intrinsic motivation to learn. Psychological Achievements, 5(2), 55-72. https://doi.org/10.22055/psy.1998.16435

Jafar Pour, M., & Zarei, H. A. (2018). the effectiveness of brain-based learning training on the motivational beliefs of fifth grade female students. The first national conference of Farda School [Persion]

Jensen, E. (1996). Brain-based learning. Del Mar, Ca, USA: Turning Point Publishing. https://www.amazon.com/Brain-Based-Learning-New-Paradigm-Teaching/dp/1412962560

Jensen, E. (2005). Teaching with the brain in mind (2nd ed). association for supervision and curriculm development Alexandria, Virginia USA. https://pubhtml5.com/ikxxx/jomz/TEACHING_WITH_THE_BRAIN_IN_MIND_Edition_%28_PDFDrive_%29/

Kamali Hosseinzadeh, F. (2016). The effectiveness of brain-based learning on academic achievement and academic motivation of elementary school students. Master's thesis, Ferdowsi University of Mashhad [Persion]

Karabayeva, M. (2025). Neuroeducation: Understanding the Brain’s Role in learning. International Journal of Political Sciences and Economics, 1(1), 60–62. Retrieved from https://inlibrary.uz/index.php/ijpse/article/view/84661

Keller, G. (2015). Statistics for Management and Economics, Abbreviated. Cengage Learning. https://www.abebooks.com/9781285869643/Statistics-Management-Economics-Abbreviated-Keller-1285869648/plp

Malcolm, C. (1989). Trends in school science curriculum and their implications for teacher education. In Department of Education, Employment and Training, discipline review of teacher education in mathematics and science (Vol. 3, pp. 210-229). Canberra: Australian Government Printing Service.

Mekarina, M., & Ningsih, Y. P. (2017). The Effects of Brain Based Learning Approach on Motivation and Students Achievement in Mathematics Learning. International Conference on Mathematics and Science Education (ICMScE), Journal of Physics: Conference Series, 895(1), 1-6.

Ngah Razali, S., Siow, H. L., Wong, H. H., Lim, M. M., Lew, T. S., Lee, V. M., Lim, L. F., & Daniel, E. (1996). Assess student achievement, interest and creativity [Menilai pencapaian, minat dan kreativiti pelajar]. PIER Research Report, Faculty of Education, University of Malaya.

Parayangattu, J., & Kishore, Y. (2024). Bridging the brain and the classroom: Integrating neuroscience-based learning theories into modern teaching practices. Educational Administration: Theory and Practice, 30(5), 15728–15731. https://doi.org/10.53555/kuey.v30i5.10639

Parvizian, M. (2013). Investigating the effect of brain-based teaching method on learning and memorization of middle school science concepts. Master's thesis. Islamic Azad University, Kermanshah branch. Faculty of Literature and Humanities [Persion]

Pasha Sharifi, H. (2012). Principles of psychometrics and psychotesting, Tehran: Rashd [Persion]

Pociask, A & Settles, J. (2007). Increasing student achievement through brain – based strategies. Master thesis, saint xavier university

Ozden, M., & Gultekin, M. (2008). The effects of brain-based learning on academic achievement and retention of knowledge in science course. Electronic Journal of Science Education, 12(1), 3-19. https://ejrsme.icrsme.com/article/view/7763

Ozkan, O., Tekkaya, C., & Cakiroglu, J. (2004). Turkish pre-service science teachers' understanding of science and their confidence in teaching it. Journal of Education for Teaching: International Research and Pedagogy, 30(1), 57-68. https://doi.org/https://doi.org/10.1080/0260747032000162316

Lee, M. N., Yoong, S., Loo, S. P., Khadijah, Z., Munirah, G., & Lim, C. S. (1996). Students orientation towards science and mathematics: Why are enrolments falling? Monograph 1, School of Educational Studies, USM. Publisher: Universiti Sains Malaysia

Levin, R. I. (2011). Statistics for management. Pearson Education India.

Razavi, Z. (2020). Examining brain-based teaching in physics education and its effect on progress Students' education (with special emphasis on work-energy and physics topics. Master's thesis. University of Mashhad [Persion]

Ritonga, R., Lahmi, A., Hakim, R., & Dahlan, D. (2025). The role of neuroscience in enhancing learning motivation. Edu Global: Jurnal Pendidikan Islam, 6(1), 1–5. https://doi.org/10.56874/eduglobal.v6i1.2227

Saleh, S., & Mazlan, A. (2019). The effects of brain – based teaching with I-think maps and brain GYM approach towards physics understanding. Journal Pendidikan IPA Indonesia, 8(1), 12-21. https://journal.unnes.ac.id/nju/index.php/jpii/article/view/16022

Saleh, S. (2012). Dealing with the Problem of the Differences in Students’ Learning Styles in Physics Education via the Brain Based Teaching Approach. International Review of Contemporary Learning Research. 1(1), 47-56.

Saleh, S., & Subramaniam, L. (2019). Effects of brain-based teaching method on physics achievement among ordinary school students. Kasetsart Journal of Social Sciences, 40(3), 580–584. https://so04.tci-thaijo.org/index.php/kjss/article/view/242266/164661

Saleh, S. (2012). The effectiveness of Brain-Based Teaching Approach in dealing with the problems of students’ conceptual understanding and learning motivation towards physics. Educational Studies, 38(1), 19–29. http://apjee.usm.my/APJEE_26.1.2011/26.1.2011_91-106.pdf

Saleh, S. (2012). The effectiveness of the brain-based teaching approach in enhanching scientific understanding of Newtonian physics among form four students. International Journal of Environmental & Science Education. 7(1), 107-122. https://files.eric.ed.gov/fulltext/EJ972447.pdf

Saleh, S. (2011). the effectiveness of the brain-based teaching approach in generating students’ learning motivation towards the subject of physics: A qualitative approach. US-China Education Review, A(1), 63-72. https://files.eric.ed.gov/fulltext/ED522234.pdf

Seif, A. A. (2001). Research psychology: psychology of learning and education. Fifth edition, Tehran: Agah [Persion]

Shahni Yilagh, M., Golestaneh, M., Haghighi, J., Nisi, A., & Kianpour Ghahfarkhi, F. (2009). The effect of educational motivation training on cognitive-adaptive/maladaptive, behavioral-adaptive/maladaptive dimensions of motivation and academic performance of second-year male high school students in Bushehr. Psychological Achievements, 17(1), 1-32. https://www.magiran.com/p1554494

Sidin, R. (2003). Cultivation of science and technology: A standard proposed. Journal Pendidikan, 28, 47-63.

Smith, A. (2003). Accelerated learning in practice: Brain-based method for accelerating motivation and achievement. Network Educational Press Ltd. Great Britain. https://pdfcoffee.com/smith-accelerated-learning-in-practice-pdf-free.html

Sousa, D. (1995). How the brain learns: A classroom teacher’s guide. National Association of Secondary School Principals. Reston, Virginia

Sousa, D. A. (2006). How the brain learns (2th ed). Thousand Oaks, CA: Corwin. https://books.google.com/books/about/How_the_Brain_Learns.html?id=hXr5oKs7_y0C

Syed Zin, S. M. (2003). Reforming the science and technology curriculum: The smart school initiative in Malaysia. Springer Netherlands, 33(1), 39-45.

Syed Zin, S. M., & Lewin, K. M. (1993). Insight into science education: Planning and policy priorities in Malaysia. Research Report: Collaboration between Malaysian Ministry of Education and International Institute for Educational Planning, UNESCO. Paris: IIPP’s Printshop. https://www.iiep.unesco.org/en/publication/insights-science-education-planning-and-policy-priorities-malaysia

Tufekçi, S., & Demirel, M. (2009). The effect of brain-based learning on achievement, retention, attitude and learning process. Procedia - Social and Behavioral Sciences, 1(1), 1782-1790. https://doi.org/10.1016/j.sbspro.2009.01.316

Udofia, P. M., & Owouko Ibok, E. (2025). Effects of Brain Based Learning (BBL) On Students’ Academic Achievement and Retention in Mathematics Word Problem in Akwa Ibom State-Nigeria. British Journal of Education, 13-24. https://doi.org/10.37745/bje.2013/vol13n81324

Uzezi, J. G., & Jonah, K. J. (2017). Effectiveness of Brain-based Learning Strategy on Students’ Academic Achievement, Attitude, Motivation and Knowledge Retention in Electrochemistry. Journal of Education, Society and Behavioural Science, 21(3), 1-13. DOI:10.9734/JESBS/2017/34266