Abstract

• The main purpose of this study is to investigate the impact of brain-based learning model on science achievement of students at the middle school level. The research design adopted was explanatory sequential mixed methods (Quan → qual) design. For the quantitative study, nonequivalent control group design, one of the quasi-experimental designs, was used. To follow up on quantitative results, case study research design was used. The research instruments used in this study were pretest, posttest, attitude questionnaire, observation checklists and interview questions. By using simple random sampling method, four basic education high schools were selected from Mandalay Region. As quantitative research findings, overall science achievement of middle school students who receive instruction with proposed brain-based learning model was significantly higher than that of those who do not. Also, there was a strong positive relationship between students’ science achievement and their attitudes towards learning science with proposed brain-based learning model. The best predictor for students’ science achievement was teaching learning process, the second predictor was learning materials, the third predictor was learning environment and the last predictor was assessment of proposed brain-based learning model. As qualitative research findings, the results of observation checklists and interviews revealed that science teachers and students well performed and had positive attitudes towards applying proposed brain-based learning model in teaching and learning science. Therefore, the research findings proved that brain-based learning model contributes a positive impact on science achievement of students at the middle school level.