Teachers' Attitude Towards Brain Based Learning and its Effect on Achievement Motivation of Students at University Level

Abstract

This study was undertaken to explore the attitude of university teachers regarding brainbased learning and its effect on achievement motivation of students at university level. This study was intended to; explore the teachers’ attitude towards brain based learning at university level; determine the achievement motivation of students at university level; investigate the effect of brain based learning on achievement motivation of students at university level; find out the differences in demographic factors regarding teachers’ attitude towards brain based learning and achievement motivation of students at university level. This study was descriptive in nature. Multilevel mixed method sampling techniques was used. 311 teachers and 622 students were selected as a sample from both public and private universities of Islamabad. Data were collected through two questionnaires. Brain based learning questionnaire was developed by Shelly Klinek (2009) and questionnaire regarding achievement motivation was developed by Mclnerney (1997). Data were analyzed through mean, percentages, Regression, t-test and ANOVA by using SPSS. Findings of this study indicated that teachers not generally practice positive attitude towards brain based learning and students generally showed high degree of achievement motivation at university level. Teachers’ attitude towards BBL and achievement motivation of students were positively correlated with each-others. There were significant mean differences in gender, age, teaching experiences and universities of teachers while no significant mean differences were found in public and private sectors, disciplines and academic qualification of teachers regarding brain based learning at university level. Similarly, there were no significant mean differences in gender and academic qualification of students while significant mean differences were found in public and private sectors, disciplines and universities of students regarding achievement motivation at university level. Therefore, it is recommended that higher authorities may design different seminars or workshops on brain based learning and its correlation with achievement motivation of students that may help to new teachers about brain compatible classroom.