Effects of Brain-Based Teaching Approach Integrated with GeoGebra (B-Geo Module) on Students' Conceptual Understanding

Autor/inn/en	Yatim, Siti Seri Kartini Mohd; Saleh, Salmiza; Zulnaidi, Hutkemri; Yew, Wun Thiam; Yatim, Siti Ainor Mohd
Titel	Effects of Brain-Based Teaching Approach Integrated with GeoGebra (B-Geo Module) on Students' Conceptual Understanding
Quelle	In: International Journal of Instruction, 15 (2022) 1, S.327-346 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Mathematics Instruction; Educational Technology; Technology Uses in Education; Computer Software; Brain; Secondary School Mathematics; Teaching Methods; Mathematical Concepts; Concept Formation; Rural Schools; Foreign Countries; Memory; Difficulty Level; Malaysia + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Gehirn; Teaching method; Lehrmethode; Unterrichtsmethode; Concept learning; Begriffsbildung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Ausland; Gedächtnis; Schwierigkeitsgrad
Abstract	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. (As Provided).
Anmerkungen	Gate Association for Teaching and Education. e-mail: iji@ogu.edu.tr; Web site: http://e-iji.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01