IMPACT OF BRAIN-BASED INSTRUCTIONS ON PERFORMANCE AND ACQUISITION OF REASONING ABILITY IN CHEMISTRY, AMONG SECONDARY SCHOOL STUDENTS

ABSTRACT
The study explores the impact of brain-based instructional strategies on the performance and acquisition of reasoning ability in chemistry among secondary school students in Chikun Local Government Area of Kaduna State, Nigeria. The growing challenges in students' understanding of chemistry concepts and their poor academic performance highlight the need for innovative teaching methods. Brain-based instruction, which aligns teaching strategies with how the brain naturally processes and retains information, has shown promise in enhancing learning outcomes across various subjects. This study aims to investigate how these strategies affect students' chemistry performance and reasoning ability, which is crucial for problem-solving and understanding abstract concepts in chemistry.

The research adopted a quasi-experimental design with pretest and posttest measures. A sample of 200 students from four randomly selected secondary schools participated in the study. The experimental group was taught chemistry using brain-based instructional methods, while the control group received traditional teaching methods. Data were collected using tests and questionnaires to assess students' academic performance, reasoning ability, and perceptions of the instructional methods.

The findings of the study revealed that students exposed to brain-based teaching strategies demonstrated significant improvement in both their academic performance and reasoning ability compared to those taught using conventional methods. Additionally, students in the experimental group reported a higher level of engagement, motivation, and understanding of chemistry concepts. The study concludes that brain-based instruction is an effective approach for enhancing students' learning experiences and performance in chemistry. It recommends the integration of brain-based teaching strategies into the curriculum to improve science education in Nigeria.

The implications of these findings are far-reaching for educators, policymakers, and curriculum developers, offering valuable insights into how neuroscience-informed teaching practices can be utilized to improve academic outcomes in chemistry and other science subjects.

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

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

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

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

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

Appendices