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Effects of brain-based teaching approach integrated with geogebra (b-geo module) on students conceptual understanding

The Brain-Based Teaching Approach is a strategy that implements methods from a brain-based learning (BBL) model. This approach was designed to be compatible with the inclinations and optimal functions of the individual brain to ensure that students can learn effectively. The module uses the Brain-Ba...

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Main Authors: Yatim, Siti Seri Kartini Mohd, Saleh, Salmiza, Zulnaidi, Hutkemri, Yew, Wun Thiam, Yatim, Siti Ainor Mohd
Format: Article
Published: Eskisehir Osmangazi University 2022
Subjects:
L Education (General)
Online Access:http://eprints.um.edu.my/43183/
https://doi.org/10.29333/iji.2022.15119a
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spelling my.um.eprints.431832023-10-04T02:31:16Z http://eprints.um.edu.my/43183/ Effects of brain-based teaching approach integrated with geogebra (b-geo module) on students conceptual understanding Yatim, Siti Seri Kartini Mohd Saleh, Salmiza Zulnaidi, Hutkemri Yew, Wun Thiam Yatim, Siti Ainor Mohd L Education (General) The Brain-Based Teaching Approach is a strategy that implements methods from a brain-based learning (BBL) model. This approach was designed to be compatible with the inclinations and optimal functions of the individual brain to ensure that students can learn effectively. The module uses the Brain-Based Teaching Approach integrated with GeoGebra Software (B-Geo Module) to help students conceptual understanding of the topic of differentiation. Therefore, this study aims to explore the possible effects of the Brain-Based Teaching Approach with the integration of GeoGebra Software on conceptual understanding of the topic of differentiation in rural secondary schools in Malaysia. This study used a quasi-design of pre-Test and post-Test experiments involving 118 form 4 students from rural secondary schools. The researchers used cluster sampling techniques for school selection and intact group for sample selection. The school selection was divided into two groups, namely, the control group using conventional information and communication technology (ICT) modules and the experimental group using the B-Geo Module. The instrument used was the Conceptual Understanding Test of Differentiation. The results of the data analysis show that the conceptual understanding of the topic of differentiation amongst rural secondary school students increased when using the Brain-Based Teaching Approach with the integration of GeoGebra Software. © 2022 Eskisehir Osmangazi University. All rights reserved. Eskisehir Osmangazi University 2022-01 Article PeerReviewed Yatim, Siti Seri Kartini Mohd and Saleh, Salmiza and Zulnaidi, Hutkemri and Yew, Wun Thiam and Yatim, Siti Ainor Mohd (2022) Effects of brain-based teaching approach integrated with geogebra (b-geo module) on students conceptual understanding. International Journal of Instruction, 15 (1). 327 – 346. ISSN 1694-609X, DOI https://doi.org/10.29333/iji.2022.15119a <https://doi.org/10.29333/iji.2022.15119a>. https://doi.org/10.29333/iji.2022.15119a 10.29333/iji.2022.15119a
institution Universiti Malaya
building UM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Malaya
content_source UM Research Repository
url_provider http://eprints.um.edu.my/
topic L Education (General)
spellingShingle L Education (General)
Yatim, Siti Seri Kartini Mohd
Saleh, Salmiza
Zulnaidi, Hutkemri
Yew, Wun Thiam
Yatim, Siti Ainor Mohd
Effects of brain-based teaching approach integrated with geogebra (b-geo module) on students conceptual understanding
description The Brain-Based Teaching Approach is a strategy that implements methods from a brain-based learning (BBL) model. This approach was designed to be compatible with the inclinations and optimal functions of the individual brain to ensure that students can learn effectively. The module uses the Brain-Based Teaching Approach integrated with GeoGebra Software (B-Geo Module) to help students conceptual understanding of the topic of differentiation. Therefore, this study aims to explore the possible effects of the Brain-Based Teaching Approach with the integration of GeoGebra Software on conceptual understanding of the topic of differentiation in rural secondary schools in Malaysia. This study used a quasi-design of pre-Test and post-Test experiments involving 118 form 4 students from rural secondary schools. The researchers used cluster sampling techniques for school selection and intact group for sample selection. The school selection was divided into two groups, namely, the control group using conventional information and communication technology (ICT) modules and the experimental group using the B-Geo Module. The instrument used was the Conceptual Understanding Test of Differentiation. The results of the data analysis show that the conceptual understanding of the topic of differentiation amongst rural secondary school students increased when using the Brain-Based Teaching Approach with the integration of GeoGebra Software. © 2022 Eskisehir Osmangazi University. All rights reserved.
format Article
author Yatim, Siti Seri Kartini Mohd
Saleh, Salmiza
Zulnaidi, Hutkemri
Yew, Wun Thiam
Yatim, Siti Ainor Mohd
author_facet Yatim, Siti Seri Kartini Mohd
Saleh, Salmiza
Zulnaidi, Hutkemri
Yew, Wun Thiam
Yatim, Siti Ainor Mohd
author_sort Yatim, Siti Seri Kartini Mohd
title Effects of brain-based teaching approach integrated with geogebra (b-geo module) on students conceptual understanding
title_short Effects of brain-based teaching approach integrated with geogebra (b-geo module) on students conceptual understanding
title_full Effects of brain-based teaching approach integrated with geogebra (b-geo module) on students conceptual understanding
title_fullStr Effects of brain-based teaching approach integrated with geogebra (b-geo module) on students conceptual understanding
title_full_unstemmed Effects of brain-based teaching approach integrated with geogebra (b-geo module) on students conceptual understanding
title_sort effects of brain-based teaching approach integrated with geogebra (b-geo module) on students conceptual understanding
publisher Eskisehir Osmangazi University
publishDate 2022
url http://eprints.um.edu.my/43183/
https://doi.org/10.29333/iji.2022.15119a
_version_ 1781704673276723200
score 13.211869

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