Effects Of Brain Based Teaching Approach On Students’ Engagement Among Secondary School Students

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Mimi Maya Badri, Salmiza Saleh


The purposes of this study are to investigate the effects of using Brain Based Teaching Approach (BBTA) compared to those who followed Conventional Teaching Approach (CTA), in enhancing students’ engagement in Food Designing topic among form two students in secondary school in North Malaysia. It also conducted to determine whether there is significant difference of students’ engagement in gender. Brain Based Teaching is a method designed towards maximizing student’s engagement and focusing on the way the brain is really designed to learn. Student Engagement Inventory (SEI) were used to measure affective and cognitive engagement. This study adopted quasi-experimental design. There were 66 participants, 33 students were considered under intervention group and 33 students were under control group that using Conventional Teaching Method (CTA). The results showed that there is a significance difference between the BBTA group and CTA group with respect to their affective engagement level but not cognitive engagement. It was also found that there is a significance difference between the pre-test and post-test score to their affective engagement level using BBTA. This study also showed that there is no significance difference between male and female student in affective engagement level, in contrast, there is a significance difference between the male and female student with respect to their cognitive engagement level. These findings concluded that BBTA used in experimental group gave better impact on students’ engagement level.

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