The Influence of Technology-enhanced Brain-based Learning on the Science Understanding and Performance of First-year Undergraduate Engineering Students.
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| 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] |
| Copyright of Science Education International is the property of Science Education International and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 193379699 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The Influence of Technology-enhanced Brain-based Learning on the Science Understanding and Performance of First-year Undergraduate Engineering Students. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Terblanche%2C+Hettie%22">Terblanche, Hettie</searchLink><relatesTo>1</relatesTo><i> hettiet@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Matthee%2C+Machdel%22">Matthee, Machdel</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22De+Villiers%2C+Carina%22">De Villiers, Carina</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Science+Education+International%22">Science Education International</searchLink>. 2026, Vol. 37 Issue 1, p58-67. 10p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br />*<searchLink fieldCode="DE" term="%22Engineering+students%22">Engineering students</searchLink><br />*<searchLink fieldCode="DE" term="%22Physics+education%22">Physics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Low-income+students%22">Low-income students</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+learning%22">Cognitive learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Computer+assisted+instruction%22">Computer assisted instruction</searchLink><br /><searchLink fieldCode="DE" term="%22South+Africans%22">South Africans</searchLink><br /><searchLink fieldCode="DE" term="%22Fluid+mechanics%22">Fluid mechanics</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22South+Africa%22">South Africa</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Science Education International is the property of Science Education International and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.33828/sei.v37.i1.6 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 10 StartPage: 58 Subjects: – SubjectFull: Science education Type: general – SubjectFull: Engineering students Type: general – SubjectFull: Physics education Type: general – SubjectFull: Low-income students Type: general – SubjectFull: Cognitive learning Type: general – SubjectFull: Computer assisted instruction Type: general – SubjectFull: South Africans Type: general – SubjectFull: Fluid mechanics Type: general – SubjectFull: South Africa Type: general Titles: – TitleFull: The Influence of Technology-enhanced Brain-based Learning on the Science Understanding and Performance of First-year Undergraduate Engineering Students. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Terblanche, Hettie – PersonEntity: Name: NameFull: Matthee, Machdel – PersonEntity: Name: NameFull: De Villiers, Carina IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 1450104X Numbering: – Type: volume Value: 37 – Type: issue Value: 1 Titles: – TitleFull: Science Education International Type: main |
| ResultId | 1 |
