Impact of Brain-Based Instructional Strategy on Academic Performance of Deaf Students in Mathematics in Oyo School of Handicapped, Nigeria

Samuel A. Olaoluwa, Catherine A. Ayantoye


This study investigated the impact of brain-based instructional strategy on academic performance of students who are deaf or hard of hearing (D/HH) in mathematics. A pre-test, post-test, control group quasi-experimental design was adopted with a 2 x 3 x 2 factorial matrix. The sample size of 41 students who are D/HH were randomly selected in the school. Two intact classes each were randomly assigned to the experimental group (Brain-Based Instructional Strategy-BBIS) and the Control Group respectively. The instruments used were, Mathematics Attitude Questionnaire (r = 0.81), Cognitive Style Test (r = 0.80), and Mathematics Anxiety Rating Scale (r = 0.81). Three research questions guided the study. Data obtained were analyzed using descriptive statistics of mean scores and standard deviations to explain and compare pretest and posttest scores of the experimental and control groups in all the criteria measured. Brain-based instructional strategy was more effective at improving students’ attitude to mathematics than the conventional method. The findings of the study also indicated that tension and test-phobia which normally permeates the teaching-learning process of mathematics was highly reduced due to the optimal use of diverse brain compatible instructional materials among students who are D/HH.

Full Text:




  • There are currently no refbacks.

Copyright © SCHOLINK INC.  ISSN 2375-9771 (Print)  ISSN 2333-5998 (Online)