INSTITUTE OF EDUCATION

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Subject: search.filters.subject.Brain-based instructional strategy,

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    Reducing senior secondary school studetns' mathematics anxiety through brain-based instructional strategy: a study in school effectiveness
    (2011-02) Adewale, J. G.
    One of the indicators of school effectiveness is the sate of learning environment.Learning enivironment could be physical or psychological (anxiety). This study focuses on the later. If the learning environment is not conducive, studetns are not likely to learn well, thus failure rate may be high. One of the psychological learning environments which is potent is causing high failure rate in mathematics is studetns' anxiety. The students' anxiety in mathematics is likely to have its root from how the subject is taught. This study, therefore, examines ways of reducing senior secondary school students' anxiety in mathematics using brain-based instructional strategy. The study adopted a quasi experimental design with pre test-post test control groups. Two instruments: response (mathematics anxiety scale) and stimulus (experimental package) were used to collect data. The result shows that studetns exposed to brain-based instructional strategy had their anxiety level in mathematics reduced than those in the control group. It to have its root from how the subject is taught. This study, therefore, recommended that teachers should use brain-based instructional strategy in teaching. moreover, because brain-based instructional strategy is relatively new, teachers should be taught to use it in teaching mathematics in schools since it has the potential to reduce studetns' mathematics anxiety.
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    Interaction effect of brain-based instructional strategy and cognitive style on students' attitude to senoir secondary school mathematics
    (Association of Applied Psychology and Human Performance, Winneba, Ghana., 2010) Awolola, S.A; Adewale, J.G
    This study investigated the interactive effect of brain-based instructional strategy and cognitive Style on students' attitude to senior secondary school mathematics. A pre-test, post-test, control group quasi-experimental design was adopted with a 2x3x2 factorial matrix. The sample was 522 senior secondary school II students from nine randomly selected schools in randomly selected schools in Oyo state, Nigeria. Five schools were randomly assigned to the experimental (Brain-BAsed Instructional STrategy- BBIS), while four schools were assinged to the control group. (Non-Brain-Based Instructional Strategy- NBBIS). The instruments were: mathematics attitude questionnaire (r=0.83), cognitive style test (r=0.81), mathematics anxiety rating scale (r=0.81). Two research questions adn one hypothesis guided the study. Data obtained from the research questions were analysed using mean scores while the hypothesis was tested at 0.05 level of significance using the analysis of covariance (ANCOVA). Brain-based instructional strategy was more effective at improving studetns' attitude to mathematics than the conventional method. Teachers of mathematics could therefore, adopt this strategy for teaching secondary school students.
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    Impact of brain-based instructional strategy on students' attitude to senior secondary school mathematics in Oyo State, Nigeria
    (Department of Social Work, University of Ibadan, 2011-06) Adewale, J. G.; Awolola, S.A
    This study investigated the impact of brain-based instructional strategy on students' attitude to Senior Secondary School Mathematics. A pre-test, post-test, control group quasi- experimental design was adopted with a 2 ×3 ×2 factorial matrix. The sample was 522 Senior Secondary School II Students from nine randomly selected schools in Oyo State, Nigeria. Five schools were randomly assigned to the experimental group (Brain-based Instructional Strategy- BBIS), while four schools were assigned to the control group (Non-Brain-based Instructional Strategy - NBBIS). The instruments were: Mathematics Attitude Questionnaire (r=0.83), Cognitive Style Test (r=0.81) and Mathematics Anxiety Rating Scale (r-0.81). One research question and one hypothesis guided the study. Data obtained from the research questions were analysed using mean scores while the hypothesis was tested at 0.05 level of significance, using the analysis covariance (ANCOVA). Brain-based instructional strategy was more effective at improving students' attitude to mathematics than the conventional method. Teachers of Mathematics could therefore adopt brain-based instructional strategy for teaching secondary school students.