Home > Effectiveness of Brain-Based Learning Method and Conventional Method in the Teaching of Mathematics at Secondary Level in Pakistan: An Experimental Study
Effectiveness of Brain-Based Learning Method and Conventional Method in the Teaching of Mathematics at Secondary Level in Pakistan: An Experimental Study
Teachers have been teaching students through conventional teaching method since past many years. Everyone acknowledges that the conceptual understanding of the content is not possible under a threatening classroom environment wherein rote-learning is a common practice. The present day learner is a member of social media age which promotes availing the latest information and discarding the orthodox ideas. This study compares effectiveness of the conventional teaching method i.e. the lecture method with an innovative teaching method known as brain based learning (BBL) teaching method to teach Mathematics at secondary level. All the 9th class students studying the subject of Mathematics at secondary level in Pakistan were the population of the study. Two secondary schools were selected through purposive sampling for smooth conduct of the experiments of the study at rural and urban areas. The independent variable of teaching methodology was manipulated into BBL and conventional teaching methods for the experimental and control groups respectively. An overall sample of 120 students was taken from both of the selected schools. Sixty students each of 9th class were selected independently from each of the two selected schools through the normal distribution of their 8th class annual examination scores. These 60 students were divided equally into experimental and control groups through simple random sampling. Thereafter, 60 students each of experimental and control groups were further categorized equally as high achievers, average achievers and low achievers through systematic random sampling. A 2×3 factorial design was followed to conduct the study because the study contained two factors, namely teaching methodology and academic achievement. Three chapters of 9th class mathematics textbook, containing 15 subtopics altogether, were selected to teach the selected students. The researcher developed 38 lesson plans each in light of the principles of BBL teaching method as well as conventional teaching method to teach the students of experimental and control groups respectively. A standardized 16- item academic achievement test, based on five innate faculties of human brain was administered to each group as pre-test as well as post-test. The difference between post- test and pre-test scores of each selected student was taken as academic achievement of the concerning student. The results of the study proved effectiveness of BBL teaching method as compared to the conventional teaching method for the students of the rural school (F (1, 28) = 146.46, p < .005) as well as for the students of urban school (F (1, 28) = 78.73, p < .005). It was observed that BBL teaching method was more effective than conventional teaching method for high achievers (t (18) = 7.877, p < .005) of the rural school. The same effectiveness of BBL teaching method was noted for the average achievers (t (18) = 5.399, p < .005) as well as for the low achievers (t (18) = 8.918, p < .005) studying in secondary school at the rural area. For urban school students, BBL teaching method, too, remained more effective than conventional teaching method for the high achievers (t (18) = 3.485, p = .003), for the average achievers (t (18) = 6.913, p < .005) and for the low achievers (t (18) = 4.373, p < .005). It is, therefore, concluded that BBL teaching method is significantly more effective than conventional teaching method to teach mathematics at secondary level. The performance of the students can be enhanced if a teacher manages to activate the innate faculties of human brain of the learners in accordance with its natural physiology.
Background and Aims: To explore the prevalence of neuropathic hand pain in young adults and how it affects hand functionality.
Methodology: A convenience sampling was used to conduct a cross-sectional study on 192 medical students aged 18 to 28 years from October 2022 to March 2023. The purpose of the study was to evaluate the prevalence of neuropathic hand pain in young adults and how it affects hand functionality. Both the Duruoz Hand Index and the Douleur Neuropathique Four Questionnaire were used.
Results: This study included 192 participants, the majority of whom were females (84%) and aged 20-24 years. 16.1% of participants reported having had surgery or an injury to their upper limb in the past. Participants described neuropathic pain symptoms such as electric shocks (21.4%), burning pain (18.2%), and painful cold (15.6%).
Limitations and Future Implications: A small sample size and a focus on a particular group of medical students may restrict the generalizability of the findings. To improve the generalizability of the findings, future research should replicate these findings using larger sample sizes and diverse populations. Insights into the development and chronicity of neuropathic hand pain in young adults may also come from longitudinal studies.
Conclusion: Our study demonstrates the prevalence of neuropathic hand pain in young adults and how it affects hand functionality. Female participants were more likely to experience pain and functional hand impairments.
Early years are significant in a child' life, when s/he needs proper support and guidance from the surrounding adults. It is the responsibility of these adults to create a stimulating environment both at home and at early childhood education (ECE) settings, by providing play-based opportunities that can positively involve and nurture children in the early years. In the context of Pakistan, National Curriculum for Early Childhood Education (2017) placed great emphasis on creating a child friendly environment and teachers' training. However, due to the scarcity of resources and budgetary issues, the policy was not implemented on a scale that the majority of the schools having ECE sections could gain benefit. Some private sector institutions provided training to teachers in ECE but the training provided by the institutions is limited to some parts of country and not much provision for continuous monitoring and support to the trained teachers. Therefore, these teachers face issues to sustain the practices in the classroom after training. Hence, the purposes of this research were to study teachers' understanding of ECE, teachers' current classroom practice and factors promoting and hindering ECE practices being implemented in the classroom after the AKU-IED Continuing Professional Education Programme. The case study method was used to conduct the study, and purposive sampling was used to select the research participants. Interviews, classroom observations, and document analysis of the lesson plans were used to collect data. The findings of the research revealed that the programme helped teachers in developing their understanding about ECE concepts and pedagogy. Teachers began using enabling teaching methods and created learning environments in their classrooms that promote students' learning. Besides, factors, including teachers' attitude, support from the management and working as teams also promoted an enabling learning environment in the school. However, teachers were facing various challenges, such as following outdoor play time, implementing plan- do-review, and managing children's transition from home to school, and classroom management. Therefore, besides training, teachers need continuous feedback, support, and mentoring from their own schools to overcome these issues and to provide quality ECE. Moreover, the component of classroom management, the play based activities to support children and teachers in transition and the practicum aspect need to be included in the programme.