Brain-Based Learning and Its Impact on High School Students' Self-Efficacy and Anxiety

Amir Hassan Jafari, Mahdiyeh Sadat Miri, Gilang Tris Rahardi, Najihah Abd Wahid

Abstract


Brain-Based Learning (BBL) has been widely researched due to its ability to potentially improve cognitive processing, decrease anxiety and increase self-efficacy in the classroom. The impact of BBL strategies on high school students' academic confidence and mental well-being: A study. Using a quasi-experimental design, we analyze the effects of BBL relative to customary teaching practices. The results indicate that BBL is, indeed, an effective pedagogical approach, significantly enhancing self-efficacy and decreasing anxiety in students. The paper also considers implications for educators, policymakers, and future research directions.    


Keywords


Brain-Based Learning (BBL), Cognitive processing, Self-efficacy, Anxiety

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DOI: https://doi.org/10.33258/birle.v8i2.8091

DOI (PDF): https://doi.org/10.33258/birle.v8i2.8091.g7934

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