Effects of Brain Based Learning (BBL) On Students’ Academic Achievement and Retention in Mathematics Word Problem in Akwa Ibom State-Nigeria

The study seeks to determine the effects of Brain Based Learning (BBL) on students’ academic achievement and retention in mathematics word problem in Akwa Ibom State Nigeria. Three research questions were asked, and three corresponding null hypotheses were formulated to guide the study. The non-equivalent control group pre-test post-test quasi-experimental research design was adopted. The proportionate and stratified random sampling techniques were used to select a sample of two hundred (200) senior secondary one (SS 1) students drawn from intact classes from four (4) selected schools in Etinan Education Zone from the population of comprising of 3610 SS I students with 2400 male and 1210 female students as at 2024/2025 academic year. The instrument used for data collection was a researcher-developed Achievement Test on Brain Based Learning on Word Problem (ATBBLWP) a 30 items 4 options multiple choice test after determining its validity and reliability indices. Spilt half method was used to determine the reliability index of the instrument, which was 0.87. The null hypotheses were all tested at the .05 alpha level using the Analysis of Covariance (ANCOVA), statistical techniques. Findings revealed that Brain based instruction enhances students' academic achievement and retention in word problem than the conventional teaching method. Brain based instruction equally promotes gender equality in the classroom. The instruction favors male and female students equally in enhancing academic achievement in word problem. Brain based instruction also promotes rural and urban parity in classroom mathematics instruction and understanding. It favors both urban and rural students’ locations equally in enhancing academic achievement in word problem. It was recommended, among other things, that teachers should adopt brain-based instruction to enhance students’ mathematics academic achievement and retention, irrespective of students’ gender.