The Influence of Technology-enhanced Brain-based Learning on the Science Understanding and Performance of First-year Undergraduate Engineering Students.

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Bibliographic Details
Title:	The Influence of Technology-enhanced Brain-based Learning on the Science Understanding and Performance of First-year Undergraduate Engineering Students.
Authors:	Terblanche, Hettie¹ hettiet@gmail.com, Matthee, Machdel¹, De Villiers, Carina¹
Source:	Science Education International. 2026, Vol. 37 Issue 1, p58-67. 10p.
Subject Terms:	Science education, Engineering students, Physics education, Low-income students, Cognitive learning, Computer assisted instruction, South Africans, Fluid mechanics
Geographic Terms:	South Africa
Abstract:	This study examines the impact of technology-enhanced, brain-based learning (BBL) on the science understanding and performance of disadvantaged students in South Africa. The research employed an experimental design, involving 18 students in the control group and 23 in the experimental group. These students were assessed at a University of Technology in South Africa over six consecutive sessions, focusing on a challenging physics concept, fluid mechanics, which is not covered in the school syllabus. The teaching intervention incorporated BBL strategies supported by technology, integrating current neuroscientific insights with evidence-based pedagogical approaches in the classroom. A science achievement test was administered before and after the intervention, along with a structured Likert-scale questionnaire. The findings suggest that the intervention positively influenced science understanding and performance. Participant feedback indicated that 91.3% felt optimistic that the intervention helped them better grasp science concepts. The statistical analysis shows that the experimental group exhibited greater improvement in science scores than the control group, although the difference was not statistically significant. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This study examines the impact of technology-enhanced, brain-based learning (BBL) on the science understanding and performance of disadvantaged students in South Africa. The research employed an experimental design, involving 18 students in the control group and 23 in the experimental group. These students were assessed at a University of Technology in South Africa over six consecutive sessions, focusing on a challenging physics concept, fluid mechanics, which is not covered in the school syllabus. The teaching intervention incorporated BBL strategies supported by technology, integrating current neuroscientific insights with evidence-based pedagogical approaches in the classroom. A science achievement test was administered before and after the intervention, along with a structured Likert-scale questionnaire. The findings suggest that the intervention positively influenced science understanding and performance. Participant feedback indicated that 91.3% felt optimistic that the intervention helped them better grasp science concepts. The statistical analysis shows that the experimental group exhibited greater improvement in science scores than the control group, although the difference was not statistically significant. [ABSTRACT FROM AUTHOR]
ISSN:	1450104X
DOI:	10.33828/sei.v37.i1.6