The Effects of Brain-Based Learning Practices on the Science Achievements of Learners in Select Thai Secondary Schools: Input to Instructional Strategies

The study focused on the effects of brain-based learning practices to the Science achievement of learners in select Thai secondary schools during the academic year 2024-2025. The primary respondents were the junior high school students enrolled in select Thai secondary schools. The focus was on identifying specific BBL strategies, such as active participation, emotional and social environment, multisensory instruction, and conceptual understanding and application of scientific concepts. Data were collected from a diverse sample of students across various academic backgrounds and abilities in order to provide a comprehensive view of how these instructional practices influence science achievement. The findings revealed that brain-based learning is extensively implemented in the instruction of science to Thai students, with a focus on conceptual understanding and application, multisensory instruction, emotional and social environments, and participation. Also, Thai students demonstrate exceptional proficiency in science, as evidenced by their expertise in reflective journals, collaborative group work, portfolios, and performance-based assessments. Moreso, Thai students' performance in science classes is correlated with their use of brain-based learning strategies. Then, Brain-based learning approaches have a significant impact on students' reflective journals. As an outcome of the findings and the conclusions, the following recommendations were enumerated: Teachers may incorporate hands-on experiments, group discussions, and problem-solving activities that encourage active participation, making learning more engaging and memorable; Teachers may use various teaching methods that appeal to different senses (visual, auditory, kinesthetic), allowing students to experience concepts in multiple ways and reinforcing their understanding; Teachers may foster cooperative learning environments where students work together in groups, enhance social interaction, and allow students to learn from each other’s perspectives; Students may take the initiative to participate in class discussions, experiments, and group work, and active engagement helps reinforce knowledge and understanding; School administrators may provide teachers with training and resources on BBL practices, enabling them to integrate these strategies effectively into their science curricula; and School administrators may encourage collaboration among educators to share successful BBL strategies and create a supportive environment that values innovative teaching practices that enhance student achievement.