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CHAPTER I

THE PROBLEM AND ITS SETTING

Introduction

It is generally agreed that reading comprehension is a

critical skill for all. According to English Language

Reports (2017), reading comprehension is a core skill for

all adults in life generally; a well-educated population

will contribute to the country’s economic prosperity; and

reading comprehension is important for its own sake.

Despite the clear importance of reading comprehension

in our everyday life, records show that the country is still

far from achieving a quality education in reading

comprehension especially if we look at the results of

Program for International Student Assessment (PISA), a

worldwide study by the Organization for Economic Cooperation

and Development that examines students’ knowledge in

reading, mathematics, and science which was released on

December 3, 2019. PISA results reveal that among 79

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participating countries, the Philippines scored lowest in

reading comprehension. The Philippines had an average

reading score of 340, more than 200 points below China

(555), and more than 100 points less than the average score

(487). More distressing is the fact that there are studies

conducted identifying teacher’s instruction as one of the

culprit in the poor achievements of students in reading

comprehension (Kiamanesh, 2004; Saritas and Akdemir, 2009;

Wekesa, 2013; Andaya, 2014; Alber, 2015).

To address this, it has been language educators' one of

most important obligations and greatest struggles, to

increase students’ achievement in class, especially English

class. Numerous theories and approaches (e.g.

constructivism, multiple intelligence, active learning, and

inquiry-based learning) are put forward to eliminate the

limitations of the traditional way of teaching and to

improve the quality of instruction. Aside from this, there

is a new theory of how people learn based on current

research in the cognitive and neuroscience, the Brain-Based

Learning Theory (Ozden, et al., 2008).

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Jensen (2008), a pioneer in the field of brain-

compatible learning defined brain-based learning as “the

engagement of strategies based on principles derived from an

understanding of the brain”. This Brain-Based Learning

Theory has brought to light some very interesting ideas of

how a student's brain works and its applications to

classroom practice. In line with this, we as teachers can

translate this information into classroom practice in order

to help our students comprehend what they are reading with

meaning and understanding (Johnson, 2007).

However, despite the benefits of brain-based learning

(Gulpinar, 2005; Ozden, et al., 2008; Duman, 2010; Aydin, et

al., 2011; Arzy-Mitchell, 2013), many educators are

continuing to use passive, or teacher-centered practices in

their classrooms. Even with well-grounded educational

theories, there is still a gap between research findings and

teacher’s application (Wachob, 2013). Teachers frequently

attribute this gap to unfamiliarity with research-based

instructional strategies, lack of training for implementing

those strategies, and lack of support when trying to

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implement new practices in the classroom (Williams, et al.,

2007).

In this regard, this research was conducted in order to

study the different brain-based learning practices of public

secondary school English teachers and its relationship to

the students’ performance in reading comprehension.

Theoretical/Conceptual Framework

This research was anchored on the theory of brain-based

learning. Brain-based learning is a theory on how people

learn based from the current research in the cognitive and

neuroscience (Caine and Caine, 2002). It refers to teaching

methods, lesson designs, and school programs that are based

on the latest scientific research about how the brain

learns, including such factors as cognitive development—how

students learn differently as they age, grow, and mature

socially, emotionally, and cognitively (The Glossary of

Education Reform, 2014). It relies on the premise that since

everything we do in education uses our brain, it is only

logical that the application of this knowledge in reading

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comprehension would enhance teaching skills and student’s

mastery of the lesson (Jensen, 2013).

The principles of brain-based learning propose that

effective learning could occur only through practicing real

life experiences. Learning becomes more expressive when the

brain supports the processes in search of meaning and

patterning. Accordingly, it enables the learners to

internalize and individualize learning experiences.

Therefore, it is essential that learners be encouraged to

participate in the learning and teaching process actively

and that teaching materials be chosen according to their

learning preferences (Ozden, et al., 2008).

In addition, the Constructivist Theory of learning has

many implications for Brain-Based Learning Theory suggesting

that constructivist learning models are brain compatible.

Constructivism is a theory of learning that explains how

people construct their own learning based on personal

experiences. It suggests that students construct their own

knowledge based on previous experiences, skills, and

interaction with their environment rather than being passive

receivers of information (Chenyu, 2011). In a constructivist

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approach to learning, the student individually learns in a

social environment where the teacher provides experiences

and opportunities geared towards a certain direction of

knowledge (Kahveci, et al., 2008). According to Barkley

(2010), brain-based learning and constructivist learning

theory has overlapping implications which include the

encouragement of students to engage in meaningful learning

and to construct understanding based on previous knowledge.

Based on these principles, teaching and learning

process is formed in three important phases: relaxed

alertness, orchestrated immersion in complex learning

experiences, and active processing of learning experiences

(Gulpinar, 2005). This study focused on these principles

summarized into what we call the phases of brain-based

learning. Moreover, this study tried to look at the

relationship of the teacher’s practices of different brain-

based strategies to students’ reading comprehension.

This research used the Independent-Dependent Variable

as the conceptual paradigm of the study.

Conceptual Framework
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Independent Variable Dependent Variable

TEACHERS’ LEVEL OF
ACCEPTANCE ON BRAIN-
BASED LEARNING (BBL) TEACHERS’ PERCEPTION
METHODS ON THE PERFORMANCE OF
1. Orchestrated STUDENTS IN READING
Immersion COMPREHENSION
2. Active Processing
3. Relaxed Alertness

STUDENTS’ LEVEL
OF ACCEPTANCE ON
BRAIN-BASED LEARNING STUDENTS’ PERCEPTION
METHODS ON THE PERFORMANCE OF
1. Orchestrated STUDENTS IN READING
Immersion COMPREHENSION
2. Active Processing
3. Relaxed Alertness

Figure 1. Research Paradigm

Statement of the Problem

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This study aimed to determine the teachers’ and

students’ level of acceptance on Brain Based Learning as

teaching method and the students’ level of performance in

reading comprehension.

Specifically, it answered the following questions:

1. What is the teachers’ level of acceptance on the use of

brain-based learning method in terms of:

1.1. Orchestrated Immersion,

1.2. Active Processing, and

1.3. Relaxed Alertness?

2. What is the students’ level of acceptance on the use of

brain-based learning method in terms of:

2.1. Orchestrated Immersion,

2.2. Active Processing, and

2.3. Relaxed Alertness?

3. What is the students’ level of performance in reading

comprehension as perceived by the teachers?

4. What is the students’ level of performance in reading

comprehension as perceived by themselves?

5. Is there a significant relationship between the

teachers’ level of acceptance on the use of brain-based

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learning method and their perception with the students’

performance in reading comprehension?

6. Is there a significant relationship between the

students’ level of acceptance on the use of brain-based

learning method and the students’ performance in

reading comprehension as perceived by themselves?

7. Is there a significant difference between teachers’

assessment on the students’ level of acceptance on the

use of Brain based learning method and the students’

perception of themselves on their own level of

acceptance on the use of brain based learning method?

8. Is there as significant difference between the

teachers’ perception of the performance level in

reading comprehension of students and the students’

performance level in reading comprehension as perceived

by themselves?

9. Is there a significant difference between male and

female students regarding their level of acceptance on

the use of brain based learning method?

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10.Is there a significant difference between private and

public schools on the performance level of students in

reading comprehension?

Research Hypotheses

The following null hypotheses were tested:

1. There is no significant relationship between the

teachers’ level of acceptance on the use of brain-based

learning method and their perception with the students’

performance in reading comprehension.

2. There is no significant relationship between the

students’ level of acceptance on the use of brain-based

learning method and the students’ performance in

reading comprehension as perceived by themselves.

3. There is no significant difference between teachers’

perception on the students’ level of acceptance on the

use of Brain based learning method and the students’

perception of themselves on their own level of

acceptance on the use of brain based learning method.

4. There is no significant difference between the

teachers’ perception on the performance level in

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reading comprehension of students and the students’

performance level in reading comprehension as perceived

by themselves.

5. There is no significant difference between male and

female students regarding their level of acceptance on

the use of brain based learning method.

6. There is no significant difference between the public

and private schools on the performance level of the

students in reading comprehension.

Significance of the Study

This study is significant to the researcher because its

goal is to evaluate the effectiveness of brain-based

learning method, paving a way for the improvement of

strategies in teaching. Moreover, it is also significantly

beneficial to the student respondents as it will enable them

to showcase and enhance their skills and intelligences.

Furthermore, this research study is also significant

and of great benefit to the following persons or

institutions:
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The Policy-maker in the DepEd. Findings of the study

will help the department which is concerned with the

development of the K-12 curriculum’s guides and pedagogies

to help improve the quality of English teaching in the

country.

School Administrators. The findings of the study would

enable the school administration to create a school-based

intervention program for English that will fit the students’

academic needs.

English teachers. The results of this study can

encourage teachers to use new strategies and adapt a more

millennial-friendly approach in teaching.

English learners. This study will benefit the learners,

being the center of the learning process, who must cope with

the difficulties of this particular subject area and comply

with its requirements;

Future researchers. The results of this study may

benefit future researchers who may have interest in this

research study as a reference for their future research

endeavors.
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Scope and Delimitation

This study focused on brain-based learning as

teaching method in reading comprehension, the level of

acceptance of the teachers, the level of acceptance of

students, its effect on students’ performance, and the

relationship between and among these variables.

The research was conducted in school year 2019-2020

with the following as the respondents: (1) public secondary

English teachers in STE classes in the Schools Division of

Aurora; (2) private secondary English teachers, and (3) the

grade 10 students taught by these teachers both in private

and public schools in the said school year.

The teachers’ level of acceptance on the use of brain-

based learning method was measured using the survey

questionnaire adapted from the International Education

Studies. Meanwhile, students’ performance was determined

using the questionnaire constructed by researcher based on

the competencies on the K to 12 English 10 Curriculum Guide.

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Definition of Terms

The following terms are defined operationally as used

in the study.

Active processing refers to internalization and

consolidation of information by the learner in a personally

meaningful and coherent fashion of learning (Caine and

Caine, 1995).

Brain-based learning refers to teaching methods, lesson

designs, and school programs that are based on the latest

scientific research about how the brain learns (The Glossary

of Education Reform, 2014).

Critical thinking skills refers to the intellectually

disciplined process of actively and skillfully

conceptualizing, applying, analyzing, synthesizing, and/or

evaluating information (DepEd 2013).

Neuroscience is the scientific field of study that

deals with the nervous system (Tokuhama-Espinosa, 2011).

Orchestrated immersion refers to learning environments

that fully immerse the learner in the educational experience

learning (Caine and Caine, 1995).

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Relaxed alertness is an optimum state of the brain for

learning (Caine and Caine, 1995).

Performance refers to accomplishment of a given task

measured against preset known standards of accuracy and

completeness.