A brain-based learning teaching-learning program produced statistically significantly higher chemistry achievement than traditional teaching for 9th-grade female students¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2016 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? After controlling for prior exam scores, ANCOVA showed a statistically significant impact of teaching method on academic achievement in favor of the experimental (BBL) group; the article reports eta squared equal to 0.80 as variance explained, but no standardized effect size. → Kawthar shabatat & Mohammed Al-Tarawneh 2016

Evidence¶

Kawthar shabatat & Mohammed Al-Tarawneh 2016¶

Kawthar shabatat & Mohammed Al-Tarawneh. (2016). The Impact of a Teaching-Learning Program Based on a Brain-Based Learning on the Achievement of the Female Students of 9th Grade in Chemistry. Higher Education Studies, 6(2). https://doi.org/10.5539/hes.v6n2p162

q2 · i? · causal · r2

Quasi-experiment with two intact 9th-grade classrooms at one school (64 students total, one experimental, one control), taught March 23–May 24, 2015. ANCOVA controlling the prior exam gave a significant method effect; "Eta square which was equal to 0,80", attributed by the authors to about 80% of achievement variance. No standardized effect size was printed.

"The result of ANCOV A analysis in Table 3 indicates a statistically significant impact of teaching method in the academic achievement for the favor of experimental group. This result enhances the impact of teaching-learning program using the brain-based learning."

Discussion¶

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