Date of Publication

4-2024

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Science Education Major in Physics

Subject Categories

Science and Mathematics Education

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Science Education

Thesis Advisor

Voltaire Mallari Mistades

Defense Panel Chair

Maricar S. Prudente

Defense Panel Member

Lydia S. Roleda
Socorro E. Aguja
Analyn N. Tolentino
Michelle T. Natividad

Abstract/Summary

In response to the urgent need to enhance the academic performance of students in Physics, the Brain-Based Learning (BBL) approach has been documented as an effective strategy. This approach capitalizes on the inherent capabilities of the brain to improve learning experiences, potentially leading to significant academic achievements, and reducing educational disparities. However, literature indicates that learning materials, such as modules aligned with BBL principles, are rarely developed, or implemented. Consequently, the primary objective of this study is to develop and evaluate the effectiveness of a Brain-Based Learning Module (BBLM). This evaluation specifically examines the BBLM’s impact on students’ conceptual understanding and motivation in Physics, proposing a transformative educational approach for challenging subjects. The BBLM was created using the Planned Systematic Approach Model (PSAM) and tested using a mixed-method approach on 109 students at a public school in Eastern Samar. The evaluation combined quantitative BBLM assessments and qualitative semi-structured interviews. The results showed that the developed BBLM strongly aligns with the Brain-Based Learning principles, as demonstrated by the high scores in Module evaluations, all falling within the "Strongly Agree" range. Following the BBLM's implementation, significant improvements were observed in students' conceptual understanding, as indicated by the Wilcoxon Signed Rank test (Z=-8.980, p< .001), and in their motivation, as shown by the paired samples t-test (t=5.29, p< 0.001). Furthermore, both students and teachers positively perceived the BBLM in terms of content (M=4.43, SD = 0.259), teaching and learning (M=4.46, SD = 0.302), support (M=4.38, SD=0.216), assessment and feedback (M=4.56, SD=0.250), alongside overall satisfaction (M=4.38, SD = 0.740). These quantitative findings are complemented by qualitative data, as demonstrated by the various themes identified through thematic analysis. Therefore, the study concludes that integrating the BBLM into teaching practices can significantly enhance students’ conceptual understanding and motivation, particularly in complex subjects such as Physics.

Abstract Format

html

Language

English

Format

Electronic

Keywords

Physics—Study and teaching (Secondary); Lesson planning; Educational innovations

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Embargo Period

4-21-2026

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Available for download on Tuesday, April 21, 2026

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