Journal of Education, Society and Behavioural Science

The purpose of this study was to examine the effect of Brain-Based Learning strategy on students’ academic achievement, attitude, motivation and knowledge retention in Electrochemistry. The study used a pretest-posttest quasi-experimental design. A total of 87 Senior Secondary Two students from two intact classes from North-Eastern part of Nigeria with an average age of 17 years of 2015/2016 academic session participated in this study. One of the classes served as the experimental group that used Brain-Based Learning (N=40) while the other was control group that used Lecture-Based Teaching method (N=47). Data were collected through achievement test, attitude and motivation scales. The data collected were analyzed with means, independent t-test, and Analysis of Covariate which were used to compare the groups’ scores. The findings of the study reve­aled that the Brain-Based Learning approach used in the experimental group was more effective in incre­asing student achievement, attitude and motivation of students towards chemistry than the Lecture-Based approach used in the control group. It was identified that the difference between retention test scores were also statistically significant in favour of experimental group.