Brain-Based Instructions (BBI): Effects on Grade 10 Students’ Achievement in Chemistry

Abstract

This study aimed to determine the effectiveness of Brain-Based Instruction (BBI) in teaching chemistry on the achievement of Grade 10 students. It employed a quasi-experimental design, featuring pretest and posttest with a control and experimental groups. The participants were from Sultan Guro Memorial National High School in Marantao, Lanao Del Sur, with twenty-five (25) participants in each intact group. Prior to the intervention, no significant differences in mean scores for chemistry achievement between the control and experimental groups were shown. However, after the intervention, significant differences were noted in the mean scores. Hence, this study emphasized BBI as an effective teaching instruction, as it promotes enthusiastic learning experience, optimizes comprehensibility, fosters collaboration and interaction, and develop good study habits. Though, some challenges in BBI were highlighted including difficulties in problem-solving, unavailability of laboratory tools, time-management, and emotional engagement such as disappointment and distressed. Thus, this teaching instruction increased students’ achievement in chemistry. It was recommended to school administrators, curriculum developers, and teachers to adopt BBI in their educational practices.