EFFECT OF BRAIN-BASED LEARNING STRATEGY ON ACADEMIC PERFORMANCE & RETENTION AMONG SECONDARY SCHOOL GEOGRAPHY STUDENTS IN KATSINA STATE-NIGERIA

Abstract

The study investigated the effect of Brain-Based Learning Strategy on Academic Performance and Retention among Secondary School Geography students in Katsina State, Nigeria. The study developed four research objectives and tested four null hypotheses. The study adopted Quasi-experimental research design. The population of the study comprised of 6,623 Geography students from 21 public Secondary Schools in Katsina Zonal Education Quality Assurance. 122 students from 2 intact classes of SS II were sampled for the study using cluster sampling technique. A validated Geography Performance Test (GPT) was used for data collection with reliability coefficient of 0.82 using Pearson Product Moment Correlation. The experimental group was taught using Brain-Based Learning strategy while the control group was taught using lecture method. The null hypotheses were tested using t-test independent and Mann-Whitney U-test Statistics at p ≤0.05 level of significance. The major findings of the study revealed that there was a significant difference in the mean performance and retention level between those taught using Brain-based learning strategy and those taught using lecture method, the study concluded that the students taught Geography using Brain-based learning performed significantly far better than those taught using lecture method and that Brain-Based learning is gender friendly. Based on the findings, the study recommended among others that Geography teachers should adopt the used of Brain-based learning to improve students’ academic performance and retention.