Exploring the Brain-Based Learning Techniques Augmenting the Critical Thinking Skills in Geometry: Basis for a Proposed Intervention

In relation to creative and transformational methods of teaching and learning, this study investigated the effectiveness of brain-based learning (BBL) techniques in enhancing students’ critical thinking skills in Geometry. This study employed the descriptive-correlational design and were conducted to 96 students of Lambayong National High School who were selected through purposive sampling. This study includes an adapted questionnaire to determine the level of students’ evaluation towards BBL techniques. Moreover, this study determined the level of students’ BBL techniques and level of critical thinking skills through the use of self-made questionnaire which has been validated and found reliable. The students highly appreciated and strongly believe that BBL increase their motivation inside the classroom, but their level of BBL connotes that they have just enough to meet the requirements with noticeable gaps in mathematics concepts. In terms of the level of students’ critical thinking skills, it shows that they were still struggled in learning Geometry. Hence, students need to focus more effort. Based on these results, it can be gleaned that students’ BBL techniques have nothing to do with their level of critical thinking skills. The lack of substantial correlation between BBL techniques and students’ critical thinking skills indicates that this strategy may not be adequate in enhancing critical thinking skills. Thus, this study suggests the use of other learning approach such as problem-based learning (PBL) to foster more profound understanding of the topics.