Effects of Brain-Based Learning Instructional Approach on Students’ Retention of Newtonian Physics in Onitsha Education Zone, Nigeria

This study examined the effect of brain-based learning instructional approach (BBLIA) on secondary school students’ retention of Newtonian Physics, moderated by gender, in Onitsha Education Zone, Nigeria. Three research questions and three null hypotheses were tested at 0.05 significance level using a quasi-experimental pretest-posttest delayed posttest design. The sample comprised 52 SS2 Physics students drawn from a population of 3,618 using multistage sampling. Physics Retention Test (PRT) was administered as pretest, posttest, and delayed posttest (three weeks after posttest). Reliability of PRT was 0.84 (KR-20). The experimental group (n=25) was taught with BBLIA, while the control group (n=27) received lecture method. Data were analysed using mean, standard deviation, and ANCOVA. Results showed that BBLIA led to significantly higher retention scores and lower knowledge loss compared to lecture method. No significant gender difference in retention was found among BBLIA-taught students, and no significant interaction effect between instructional strategy and gender on retention was observed, although the interaction was disordinal. It was concluded that BBLIA promotes durable retention of Newtonian Physics concepts equally for male and female students. The study recommended the institutional adoption of BBLIA to ensure equitable long-term learning outcomes.