Exploration of Teachers' Attitudes toward Brain-Based Learning at the University Level

Abstract

Objective: This study looks at how instructors feel about brain-based learning and analyses the impact of demographics on those feelings. Study Design: A standardized questionnaire was used to conduct a descriptive design using the survey approach. Place and Duration of Study: This study was conducted from 2016 to 2018 at different universities at Islamabad, Pakistan. Materials and Methods: Through a multilevel mixed sampling procedure, 311 university instructors were selected as a sample. This survey only included faculty members at universities in Islamabad who are majoring in the social sciences, management sciences, or arts and humanities. Results: The mean value of teachers' attitudes toward brain-based learning was 136.12. The male mean, which is 126.24, is higher than the female mean, which is 121.06, and the difference in means was sizable. Similarly, academic qualification (p=.024), disciplines (p=.000), age (p=.001), Teaching experiences (p=.006), and universities (p=.006) have a significant effect on teachers' attitudes toward brain-based learning. Conclusion: Teachers at the university level were not fully confident in the use of brain-based learning principles because they were implementing them haphazardly and could not clearly explain why their actions were beneficial to the teaching-learning process. The attitudes of teachers regarding brain-based learning were significantly influenced by their gender, age, teaching experiences, universities, teachers' employment in the public or private sector, their academic specializations, or their educational background.

Keywords

• demographic factors, brain-based learning, university teachers