Effect of Brain Based Instructional Strategies on Achievement in Science of Male and Female Secondary School Students of Chandigarh

Brain Based Learning is the result of inter-relationship among Neuroscience, Psychology and Pedagogy, in which discoveries from the brain sciences are taken up and applied to teaching methodologies. Brain Based Instructional Strategies are deeply rooted in three fundamental elements of Brain Based Learning- Relaxed alertness, Orchestrated immersion and Active processing. The understanding of Brain Based Learning and incorporation of Brain Based Instructional Strategies in teaching makes the environment of the classroom highly conducive for learning.The present study explored the effect of Brain Based Instructional Strategies on Achievement in Science of male and female secondary school students. It was quasi experimental in nature and pre-test post-test control group design was used. The sample of the study consisted ofsixtyfourclass IX students of a CBSE affiliated school in Chandigarh. The experimental group was taught using Brain Based Instructional Strategies and the control group was taught using Conventional Instructional Strategies for a period of two months.The pre and post test data were collected using Achievement in Science test, developed and standardised by the researcher. The data were analysed using ANOVA and effect size was also calculated.