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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

Thesis Info

Access Option

External Link

Author

Rehman, Aziz-Ur-

Supervisor

Maqsood Alam Bokhari

Program

PhD

Institute

International Islamic University

City

Islamabad

Province

Islamabad.

Country

Pakistan

Thesis Completing Year

2011

Thesis Completion Status

Completed

Subject

Education

Language

English

Link

http://prr.hec.gov.pk/jspui/handle/123456789/1829

Added

2021-02-17 19:49:13

Modified

2024-03-24 20:25:49

ARI ID

1676724664945

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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.
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یار میرا منہ زور

یار میرا منہ زور
دتا مینوں کھور
زلف سیاہ جئی ناگن
موراں ورگی ٹور
گئی جوانی لُٹی
لے گئے کئی چور
جھوریاں ماریا آ
دکھ نہیں کوئی ہور
سولی عاشق لئی
نین سیاہ بلور
کھورے ہڈی ِمکھ
نکی جئی ہِک جھور
ڈنگے ہِک محبت
گل نہیں کوئی ہور

جنگ، جہاد اور قتل

An elaborate endeavor in studying world religions would glaringly uncover the fact that most of the religions have enacted rules to follow, pertinent to daily livelihood. Such are the set of rules that the followers of the religion must follow. These rules very much include the rules about edibles. The food is something upon which not only human sustenance rests but it also keeps the human soul alive. For the same very reason we find religious and scientific prohibitions on things that are harmful for humans and if consumed evil takes the better of man’s heart, bringing upon him moral redundancy and sinister way of life. Such people are deprived of peace and piety. They ultimately not only suffer unbearable individual loss but also become a burden onto the society, country and nation

Puritan Shift: Evolution of Ahl-I-Hadith Sect in the Punjab a Discursive Study 1880-1947

This study focuses on the puritanical impact of Ahl-i-Hadith revivalist movement on the transition of the Sufi ethos of the Punjab during the late nineteenth and first half of the twentieth century. One can define Shrine-centered Islamic tradition as a defining feature of the Sufi ethos in the Punjab during the medieval period (11th-18th centuries). The Sufi ethos constitutes equality, social justice, Suleh Kul, Wahdat-ul-Wajud ideology, and accommodationist vision. All these factors of the Sufi tradition of the Punjab created pluralistic outlook among the masses. This tradition left indelible imprints on the local culture, particularly imparting values like tolerance, humanism, and social equality. The growth of Shrine-centered Islam in the Punjab was a reaction against the social stratification solidified by the caste system which became more rigid with the passage of time. The origin of this tradition dates back to Vedantic tradition, however, its contours were further sharpened when Ibn Arabi’s (1165-1240) Wajudi ideas permeated in the philosophical discourse of sufis in the subcontinent. In Punjab, Baba Farid Ganj Shakar (1175-1265) emerged as the main exponent of this philosophy. The reform movement of Ahl-i-Hadith ultimately questioned this strong Sufi tradition since later half of the nineteenth century. The study deals with the subsequent religious transition of a reasonable segment of the Punjabi Muslims. It concentrates on the particular aspects of Ahl-i-Hadith Movement i.e.; emphasis on scriptural Islam, direct recourse to Quran and Hadith, opposition to the prevailing four schools of Islamic Jurisprudence, rejection of all sufi forms of Islam (muharram, urs, qawwāli, gyārahwin of Abdul Qadir Jillani, pilgrimage to the graves of the Prophets and saints, majlis-i-milād (birth anniversary of Holy Prophet), simah-i-maota (listening of the dead) and observance of various ceremonies associated with death rites, i.e. Qul sharif, Satavan (seventh day ceremony after death) and Chaliswan (ceremony on the fortieth day after death). Rejection of contemplation and attempts to expunge Sufism remained the hallmark of this movement as they emphasized on this - worldly responsibilities of the Muslims rather than out-worldly asceticism (denial of this world and bodily contemplation) of the Sufis. xi They through the establishment of their own religious seminaries in the cities and towns of the Punjab and engaging in munāzara tradition with non-Muslims (Arya Samajis, Christian missionaries,) and Muslim sects (Shias, Barelvis, Deobandis, and Ahmadis) were able to draw a certain segment of the Muslim population towards them. Moreover, this study seeks to establish a connection between the contestation of puritanical Ahl-i-Hadith Movement with the colonial modernity; such as the western type of education and Missionary Agency, translation of scriptures into local languages and technology of printing. This agency of modernity helped in solidifying the literal interpretation of the Quran and Hadith that was the main feature of the Ahli- Hadith Movement. By emphasizing this aspect, I do not suggest that this contestation led Ahl-i-Hadith Movement to re-conciliate with modernity rather it highlights how this Movement made use of various tools of modernity for the dissemination of its puritanical teachings. The Ahl-i-Hadith Movement tried it best to adopt those features of the Colonial modernity that helped them in the dissemination of their ideas far and wide of the country. This movement was primarily sprouted from Delhi and spread throughout India and hence in the Punjab. The scholars of this movement stood for the cause of Islam declared the Sufi practices as innovations and created a reasonable following. This thesis attempts to formulate a new and comprehensive analysis of the Ahl-i-Hadith movement.