Abstract

Integrating the knowledge of neurology in teaching has been an idea for learning management design for decades. The current study found the potential of brain-based learning (BBL) for developing high school students’ mathematics learning achievement. The purposes of the study were to investigate the effects of BBL learning management on grade 11 students’ learning achievement of quadratic functions and to examine students’ satisfaction with the BBL as the main principle of learning activities design. The participants were 36 grade 11 students selected by the cluster sampling method. The instruments were brain-based learning management, a learning achievement test, and a satisfaction questionnaire. The statistics used in data analysis were percentage, mean score, standard deviation, a paired t-test, and the index of effectiveness with the determining criteria of 75/75. The findings indicate the benefits of the BBL on mathematics education. They illustrate how learners nearing the end of high school could understand a complex mathematical idea using the BBL instructional strategy.

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