Available Online: 25 January 2021
Apeh, Hosea Abalaka*
University of Abuja, Nigeria (email@example.com)
Iyiegbuniwe, O. A.
University of Abuja, Nigeria (firstname.lastname@example.org)
The study was carried out to find out whether Brain-Based Learning Strategies has any effect on Senior Secondary School Students Motivation towards Learning in the Federal Capital Territory, Abuja. The pre-test post-test Quasi Experimental Research design was used with a sample size of 142 Students drawn from two Senior Secondary Schools. Two intact classes were used; each assigned to the Control and Experimental group. Data for the study was sourced using Students’ Motivation Scale (SMS). Hypotheses were tested at a significant level of 0.05 using ANCOVA. Findings revealed significant difference in the Motivation towards Learning in favor of the Experimental Group. No significant difference was observed in Motivation towards Learning of students based on gender. It was recommended that teachers should adopt the Brain-based learning strategies in teaching Economics in Senior Secondary Schools in order to improve on motivation. Gender biases in implementation of Brain-Based learning strategy should be discouraged.
Keywords: brain-based learning; conventional teaching method; motivation
Cite this article:
Apeh, H. A., & Iyiegbuniwe, O. A. (2021). Effects of brain-based learning strategies on secondary school students’ motivation to learn in Federal Capital Territory, Abuja, Nigeria. International Journal of Research Studies in Education, 10(5), 19-32. https://doi.org/10.5861/ijrse.2021.5057