Differential Influence Of Gender On The Effectiveness Of Brain-Based Learning In Achieving Cognitive Instructional Objectives Of Teaching Science

Abstract

The study aimed to find out the differential effect of gender on the effectiveness of brain based learning in achieving instructional objectives of teaching science at different levels of cognitive domain. The pre-test post-test control group design was used for the study wherein two intact classes of seventh grade students were randomly designated as control group (n = 44) and experimental group (n = 42). Three lesson units from the prescribed science textbook was taught to the students, the control group by using the prevailing Activity Method of Teaching (AMT), and the experimental group by using brain-based learning (BBL). Pre-testing and post-testing of achievement in different levels of cognitive domain (knowledge, understanding, application, analysis, synthesis and evaluation) were done one-day before and one-day after the pedagogic intervention with the help of a teacher made achievement test. The boys and girls were then compared regarding the gain scores of achievement in different levels of instructional objectives by using independent sample t-test. Analysis showed that gender exert significant differential influence on accomplishing knowledge level, analysis level, and synthesis level instructional objectives of teaching science when brain-based learning strategy was adopted in the classroom. Significant gender difference in the accomplishment of knowledge level, understanding level, and evaluation level instructional objectives were noticed when the prevailing activity method of teaching was used.