Impact of Brain-Based Teaching on the Conceptual Understanding of Newton's Laws of Motion
DOI:
https://doi.org/10.15294/jpii.v14i2.23120Keywords:
Brain-based teaching, relaxed alertness, orchestrated immersion, active processing, Newton's Laws of motionAbstract
Grounded in cognitive neuroscience, Brain-Based Teaching (BBT) enhances science instruction by aligning classroom practices with how the brain optimally learns and processes information. This mixed-methods study investigated the effectiveness of BBT in improving Grade 8 students' conceptual understanding of Newton's Laws of Motion. Conducted in a public school in Manila, Philippines, the study involved 51 students who participated in an intervention utilizing BBT strategies, including relaxed alertness, orchestrated immersion, and active processing. Quantitative data were collected through a validated 25-item concept test, daily performance worksheets, and a Student Perception of Instruction Questionnaire (SPIQ). Qualitative data came from student journals and semi-structured interviews. Findings showed a significant improvement in post-test scores (M = 9.35), as confirmed by a paired-sample t-test (t(50) = 3.80, p < .001) and a moderate effect size (Cohen's d = 0.67). Daily worksheets consistently received "Very Good" to "Excellent" ratings. One-way ANOVA results revealed significant differences in post-test scores across prior ability levels (F(2, 48) = 10.07, p < .001, η² = .30), suggesting that BBT's effectiveness varied depending on students' initial competence. The SPIQ survey revealed positive perceptions, with the highest mean score (3.6) indicating student satisfaction with the classroom environment and instructional support. Thematic analysis identified three key themes: enhanced instruction through various classroom activities, insightful learning, and retention of learning. Overall, BBT was found to be effective in fostering conceptual understanding and promoting a positive learning environment. Its novelty lies in highlighting the differentiated impact of BBT based on prior achievement in a resource-constrained public school context.
References
Aflalo, E., & Raviv, A. (2020). Characteristics of classroom discourse in physics lessons. Research in Science & Technological Education.
Alkhassawneh, S., & Al Sharif, H. (2025). Perspectives of brain research on the design and implementation of teaching strategies in educational technology. Journal of Neuroeducation.
Aydin, S., & Yel, S. (2011). Effectiveness of brain-based learning on students' achievement in biology. Journal of Educational Science, 5(1), 89–96.
Bada, A. A., & Jita, L. C. (2022). Integrating brain-based learning in the science classroom: A systematic review. International Journal of Pedagogy and Teacher Education, 6(1), 25–37.
Bada, A., & Jita, L. (2023). Effect of brain-based teaching method on secondary school physics students' retention and self efficacy. Journal of Technology and Science Education, 13(1), 276–287.
Bantillo, F. (2024). Brain-based teaching and its impact on grade 7 students' interest in physics. Journal of Physics Education, 14(2), 231–245.
Bergmann, S., Niland, H., Gavidia, V.L. (2023). Comparing Multiple Methods to Measure Procedural Fidelity of Discrete-trial Instruction. Education and Treatment of Children. 46, 201–220.
Boon, S. (2024). Brain-based learning: understanding how the brain shapes education. International Journal of School and Cognitive Psychology. 11, 380.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
Caine, G., & Caine, R. N. (1997). Making connections: Teaching and the human brain. Addison-Wesley.
Caine, R. N., & Caine, G. (1994). Making connections: Teaching and the human brain (2nd ed.). Menlo Park, CA: Addison-Wesley.
Çelikkanlı, Ö., & Kızılcık, H. Ş. (2022). A review of studies about four tier diagnostic tests in physics education. Journal of Turkish Science Education, 19(4), 1291–1311.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.
Ding, Y., Zhu, G., Bian, Q., & Bao, L. (2024). Analysis of students' conceptual change in learning Newton's third law with an integrated framework of model analysis and knowledge integration. Physical Review Physics Education Research, 20(2), 020141.
Dubinsky, J. M., & Hamid, A. A. (2024). The neuroscience of active learning and direct instruction. Neuroscience & Biobehavioral Reviews, 163, 105737.
Duit, R., & Treagust, D. F. (2003). Conceptual change: A powerful framework for improving science teaching and learning. International Journal of Science Education, 25(6), 671–688.
Escultura, D., & Ricafort, G. (2019). The effectiveness of brain-based teaching strategies in science education. Philippine Educational Review, 17(4), 214–228.
Etikan, I., Musa, S. A., & Alkassim, R. S. (2015). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1–4
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2019). How to design and evaluate research in education (10th ed.). McGraw-Hill Education.
Funa, A. A., Ricafort, J. D., Jetomo, F. G. J., & Lasala, N. L., Jr. (2024). Effectiveness of brain-based learning toward improving students' conceptual understanding: A meta-analysis. International Journal of Instruction, 17(1), 361–380.
Griffin, T. (1999). Assessment schemes for science education. Journal of Science Education, 12(3), 172–179.
Gumarang, B. K., Jr., & Gumarang, B. K. (2021). Unraveling deterioration in the quality of Philippine education. International Journal of Multidisciplinary: Applied Business and Education Research, 2(10), 914–917
Howard-Jones, P. (2014). Neuroscience and education: Myths and messages. Nature Reviews Neuroscience, 15(12), 817–824.
Immordino-Yang, M. H., & Damasio, A. (2007). We feel, therefore we learn: The relevance of affective and social neuroscience to education. Mind, Brain, and Education, 1(1), 3–10.
Inhelder, B., & Piaget, J. (1958). The growth of logical thinking from childhood to adolescence. Basic Books.
Islam, A., Habib, M., Tabassam, U., Alvi, G. F., & Taseer, N. A. (2023). The impact of brain-based learning on students' intrinsic motivation to learn and perform in mathematics: A neuroscientific study in school psychology. International Electronic Journal of Elementary Education, 16(1), 111–122.
Jensen, E. (2008). Brain-based learning: The new paradigm of teaching (2nd ed.). Corwin Press.
Jensen, E. (2020). Brain-based learning: Teaching the way students really learn (3rd ed.). Corwin Press.
Joyce, B., Weil, M., & Calhoun, E. (2015). Models of teaching (9th ed.). Pearson Education.
Kaniawati, I., Fratiwi, N. J., Danawan, A., Suyana, I., Samsudin, A., & Suhendi, E. (2019). Analyzing students' misconceptions about Newton's Laws through Four Tier Newtonian Test (FTNT). Journal of Turkish Science Education, 16(1), 110–122.
Khumraksa, B., & Burachat, P. (2022). The scientific questioning and experimental skills of elementary school students: The intervention of research-based learning. Jurnal Pendidikan IPA Indonesia, 11(4), 588-599.
McDermott, L. C., & Redish, E. F. (1999). Resource letter: PER-1: Physics education research. American Journal of Physics, 67(9), 755–767
McMillan, J. H. (2022). Educational Research: Fundamentals for the Consumer (8th ed.). Pearson.
My, N. L. H., Phuong, U. M. H., & Kim, A. N. T. (2025). Students' Collaborative Performance through STEM Topic "Led Card–Light It Up" For 8th Grade. Jurnal Pendidikan IPA Indonesia, 14(1).
Ntumi, S., Agbenyo, S., & Bulala, T. (2023). Estimating the psychometric properties (item difficulty, discrimination and reliability indices) of test items using Kuder Richardson approach (KR 20). Shanlax International Journal of Education, 11(3), 18–28.
Nwankwo, M. C. (2021). Enhancing students' conceptual understanding in physics using brain-based learning instructional approach. Greener Journal of Educational Research, 11(1), 33–42.
Organisation for Economic Co‑operation and Development. (2023). PISA 2022 results (Volume I): The state of learning and equity in education. OECD Publishing.
Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health and Mental Health Services Research, 42(5), 533–544.
Pradeep, K., Sulur Anbalagan, R., Thangavelu, A. P., Aswathy, S., Jisha, V. G., & Vaisakhi, V. S. (2024). Neuroeducation: Understanding neural dynamics in learning and teaching. Frontiers in Education, 9, 1437418.
Saleh, M. A. (2011). The impact of brain-based teaching on students' understanding of Newtonian physics. International Journal of Science Education, 29(5), 49–61.
Saleh, M. A., & Subramaniam, T. (2018). Comparing the effects of brain-based teaching and traditional teaching on secondary students' understanding of physics. Science Education Journal, 36(4), 112–121.
Sani, A., Rochintaniawati, D., & Winarno, N. (2019). Using brain-based learning to promote students' concept mastery in learning electric circuits. Journal of Science Learning, 2(2), 42–49.
Sari, S. A., Dewi, R. S., Kana, S., Kembaren, A., Hasibuan, H., & Talib, C. A. (2025). Integration of Analytical Chemistry Flipbooks Based on Project-Based Learning in Improving Critical Thinking Skills and Scientific Literacy To Support Sdg-4. Jurnal Pendidikan IPA Indonesia, 14(1).
Shabaan, Y. S. A., & Mohammed, Y. (2024). The interaction between brain-based learning strategies and infographic design in e-learning: Enhancing conceptual understanding. F1000Research, 12, 441.
Sinuraya, J., Motlan, Mihardi, S., Panggabean, D. D., Karo-Karo, J. S., Hutasoit, A. A., Sari, T. N., & Simanullang, E. (2025). Minimizing physics students' misconceptions through using investigation-based group inquiry model worksheets. EAI Endorsed Transactions on e-Learning, 5(17), e2353063.
Sousa, D. A. (2017). How the brain learns (5th ed.). Corwin.
Suhandi, A., Samsudin, A., Fratiwi, N. J., Nurdini, N., Feranie, S., Purwanto, M. G., Linuwih, S., & Coştu, B. (2025). Altering misconceptions: How e-rebuttal texts on Newton's laws reconstruct students' mental models. Frontiers in Education, 10, 1472385.
Tasawar, A., Gul-E-Zahra, Bukhari, I., Waqar, A., Shahzad, M., Rasool, A., Rahman, A., Ali, W., Siddique, S., & Multan. (2024). Cognitive neuroscience perspectives on memory consolidation mechanisms: Bridging the gaps. Review Research, 9(4), 351–371.
Teacher Magazine Southeast Asia. (2019). A regional snapshot of student maths and science achievement. Teacher Magazine Southeast Asia.
Teresi, J. A., Yu, X., Stewart, A. L., & Hays, R. D. (2022). Guidelines for designing and evaluating feasibility pilot studies. Medical Care, 60(1), 95
TIMSS & PIRLS International Study Center. (2020). TIMSS 2019 International Results in Mathematics and Science. Boston College.
Tokuhama-Espinosa, T. (2011). Mind, brain, and education science: A comprehensive guide to the new brain-based teaching. W.W. Norton & Company.
Tokuhama-Espinosa, T. (2021). Neuroeducation: What teachers need to know about the brain. Teachers College Press.
Torio, A., & Cabrillas-Torio, M. (2016). Whole brain teaching strategies and students' motivation in physics. Journal of Teaching Science, 10(1), 47–53.
Urbina, S. (2014). Essentials of psychological testing (2nd ed.). Wiley.
Varthis, S. (2016). Students' perceptions of blended learning and its effectiveness (Unpublished doctoral dissertation). Columbia University.
Veresová, M., & Záhorec, J. (2020). Brain-based teaching and retention of learned material in secondary education. Journal of Educational Psychology, 43(2), 68–75.
Wang, X. L., & Gao, H. Y. (2025). Research on effective articulation between secondary and college physics education under emerging engineering education: A case study of particle motion description. Creative Education, 16(3), 417–427.
Wangchuk, D., Wangdi, D., Tshomo, S., & Zangmo, J. (2023). Exploring students' perceived difficulties of learning physics. Research in Physics Education, 2(2)
Willis, J. (2007). Brain-friendly strategies for the inclusion classroom: Insights from a neurologist and classroom teacher. ASCD.
Zengin, S., & Balım, A. (2020). Active learning strategies in physics: A brain-based approach. Physics Education Research, 27(2), 137–145
