Table of Contents
Title Page
Abstract
Chapter One: Introduction
1.1 Background to the Study
1.2 Statement of the Problem
1.3 Purpose of the Study
1.4 Research Questions
1.5 Research Hypotheses
1.6 Significance of the Study
1.7 Scope of the Study
1.8 Operational Definition of Terms
Chapter Two: Literature Review
2.1 Introduction
2.2 The Concept of Brain-Based Learning
2.3 Theoretical Framework
2.3.1 Brain-Based Learning Theory
2.3.2 Constructivist Learning Theory
2.3.3 Multiple Intelligences Theory
2.4 The Concept of Reasoning Ability
2.5 Chemistry Education and Challenges in Student Performance
2.6 Review of Empirical Studies
2.6.1 Studies on Brain-Based Instruction
2.6.2 Studies on Reasoning Ability Development
2.7 Gaps in the Literature
Chapter Three: Research Methodology
3.1 Research Design
3.2 Population of the Study
3.3 Sample and Sampling Techniques
3.4 Research Instruments
3.5 Validity of the Instruments
3.6 Reliability of the Instruments
3.7 Procedure for Data Collection
3.8 Method of Data Analysis
3.9 Ethical Considerations
Chapter Four: Data Presentation, Analysis, and Interpretation
4.1 Demographic Characteristics of Respondents
4.2 Descriptive Analysis of Pretest and Posttest Scores
4.3 Graphical Representation of Performance Scores
4.4 Analysis of Reasoning Ability Scores
4.5 Hypotheses Testing
4.6 Summary of Findings
Chapter Five: Discussion, Conclusion, and Recommendations
5.1 Discussion of Findings
5.1.1 Impact of Brain-Based Instruction on Chemistry Performance
5.1.2 Impact of Brain-Based Instruction on Reasoning Ability
5.1.3 Pretest Scores and Initial Comparability
5.2 Conclusion
5.3 Implications of the Study
5.4 Recommendations
5.5 Limitations of the Study
5.6 Suggestions for Further Research
5.7 Summary
References
Appendices
Questionnaire
