Design and Validation of Questionnaire on Students’ Knowledge Retention through Brain-

Based Learning

Bonsol, Twinkle Ann A.

Herrera, Von Angelo S.

Maala, Camille M.

Macam, Farisse P.

FAITH Colleges, Philippines

2023
Introduction

Mathematical Literacy is vital to the progress and global competitiveness of each country,
considering that it contributes to higher rates of technological innovation and advancements. The
Program for International Students Assessment defined Mathematical Literacy as “Formulating,
employing and interpreting mathematics in a variety of contexts. It includes reasoning
mathematically and using mathematical concepts, procedures, facts, and tools to describe,
explain, and predict phenomena. It assesses the capacity of individuals to recognize the role that
mathematics plays in the world and to make the well-founded judgments and decisions needed to
be constructive, engaged, and reflective citizens.” (OECD, 2017)

However, there has been a decline in the Mathematics Literacy of Filipino learners for the past
years when the PISA in 2018 and TIMSS (Trends in International Mathematics and Science
Study) in 2019 placed Filipino learners in disadvantaged positions. In this assessment, Filipino
learners ranked 77 out of 78 participating countries in the PISA and 58 out of 58 participating
countries in TIMSS. These two assessments are the leading large-scale international students’
assessments to evaluate education systems outside other economies. These results reflect the
position of Filipino learners as to the level of mathematics literacy in the international context
(Valderama & Oligo, 2021). Meanwhile, the Global Education Evidence Advisory Panel (2022)
stated that Covid-19 has both exacerbated the learning crisis that existed pre-pandemic and
increased inequality. This resulted in an alarming increase in the Philippines’ Learning Poverty,
which reached up to 91%, making the country reach the highest level of Learning Poverty in East
Asia and the Pacific region, according to the World Bank (Lu, 2023).

Numerous attempts were made to alleviate the nationwide problem in mathematics education.
One of the key areas that were targeted in improving mathematics performance is Learning
Retention. Valderama & Oligo (2021) recognized that if learners can improve their learning
retention, they can enhance their topic mastery. Therefore, mathematics performance could
relatively increase, resolving problems on mathematics performance. In line with this, the study
of Bombaes, Fuasan, & Garcia (2021) revealed that the Teacher Factor has the highest influence
on the students’ ability to absorb, recall, and maintain the knowledge they learned. The study’s
findings also showed that teacher preparedness and ability to deliver his lesson through an e-
learning platform, teacher motivation, marking of learner’s exercises, punctuality of teacher, and
teaching aid, which fall under teacher factor, should be considered in teaching mathematics.

In this regard, the BBL (Brain-based learning) approach must be utilized to improve the learning
retention of Filipino learners, since it was established in the study of Duman (2010) that the BBL
approach was more effective in increasing student achievement than the traditional approach.
The BBL was derived from the theory of cognitive neuroscience, which originated from studies
of how the brain works and functions by neuroscience. It is a learning model that is based on the
structure and function of the brain (Handayani & Corebima, 2017).

Considering that, exploring and having greater knowledge and understanding about the students’
learning retention through the BBL approach is vital in order to further improve and develop the
current teaching-learning process. It is recommended in the study of Arun & Singaravelu (2018)
that brain-based learning used as a meaningful learning in teaching learning process should be
known to teachers and that they should get clearness over Neuroscience in Education for a better
classroom practice in the present era.

Hence, this study aims to develop and validate the Questionnaire on Students’ Knowledge
Retention through Brain-Based Learning. The researchers conducted this research for the
improvement of the teaching-learning process in mathematics in order to alleviate the current
status of mathematical literacy in the Philippines. The goal of this study is to develop an
instrument that measures students’ learning retention with the applied BBL approach inside the
classroom and determine the areas where BBL is most effective when it comes to learners’
retention.

Methods
The study aims to develop both valid and reliable questionnaires to measure students' learning
retention with respect to mathematical concepts through brain-based learning using Exploratory
Factor Analysis. This statistical method is used to determine the items that have a strong
relationship, while reducing items to a smaller set of factors. According to Mindrila, (2017), it is
established that Exploratory Factor Analysis (EFA) is a process of identifying the items that
solely represent questionnaire-specific constructs. Factor analysis is a procedure of reducing a
large amount of data to a smaller data set that is more manageable and intelligible (Stephanie
Glen, 2021).

Participants
The respondents included in this study are Senior High School students from First Asia Institute
of Technology and Humanities (FAITH) Colleges in Tanauan City, Batangas. The selection of
respondents is based on a population and the purpose of the study, the estimated population is
300 respondents from ABM and STEM strand.

INSTRUMENT

Point Explanation

4 Strongly Agree

3 Agree

2 Disagree

1 Strongly Disagree
 Statements 4 3 2 1

1. I demonstrate awareness with the lesson objectives in order to

make me explore the material’s deeply felt meaning.

2. I enjoy the teaching strategies employed by the teacher,

opportunities for our expression and engagement of emotions
through various classroom activities were provided.

3. I engage myself in class discussion and motivational activities

through participating in all the activities including games,
discussions, debates, and reflection.

4. I participate in the given learning activities by constructing my

own meaning rather than being presented with a linear,
planned, piece-by-piece presentation of language and content.

5. I ask questions and clarifications for different concepts

through the help of my teacher.

6. I solve assigned tasks like word problems since the learning

process involves creative construction and trial and error.

7. I exercise communication, relationship skills, peer support,

and physical movement with my peers in collaborative group
activities.

8. I listen to my classmates on the experiences they shared. It

was fun since the environment was responsive.

9. I connect presented concepts to real-life settings, it has a

natural connection to real-life experiences.

10. I answer given tests and accomplish my assignments by

focusing on the given instruction provided by a variety of
activities which require intuition, insight, creativity, or
imagination.
 Statements 4 3 2 1

1. I take part in setting the ‘learning goals and objectives’ and

make use of my background knowledge which is why I felt
both relaxed and fully in control.

2. I utilize strategies and techniques to accomplish the objectives

by reviewing my learning through activities such as solving
problems discussed by the teacher.

3. I actively participate in the educational process needed for the

goal accomplishment through interactive, creative,
cooperative, and collaborative learning situations (such as
grouped math quiz bees).

4. I review and reflect on the processes for goal achievement

through the assessment techniques of my teacher.

5. I monitor the progress I attain in the given lesson through the

teachers’ constructive feedback and guidance.

6. I demonstrate awareness on the things I must achieve and

develop through the help of my teacher in becoming aware of
and managing my feelings.

7. I established enhancement activities which invoked my

curiosity and search for meaning that paved the way for goal
manifestation.

8. I see the connection between the goals and its implications

because the lessons reflected a natural connection to real-life
experiences.

9. I employ in my practices the values I develop because the

specific and realistic goals allowed me to see connections
between my actions and their outcomes.

10. I use self-evaluation providing me with specific, immediate,

personal, and detailed feedback to know that set goals have
been accomplished.
 Statements 4 3 2 1
1. I am responsible and in control to organize and practice my
newly learned material.
2. I demonstrate excitement when the lessons suit my interest, it
gives me time to reflect on my own, and it encourages
personal growth, and invites empathy and sharing between us.
3. I make choices depending on my strengths and weaknesses
wherein it lets me explore, discover, and expand myself and
my ways of thinking.
4. I work with activities needed to be individually accomplished
when I feel ready.
5. I use my own techniques in solving a set of problems through
involving my curiosity and searching for a meaning.
6. I join motivational activities that are above my proficiency
level to boost my motivation.
7. I express my views and activities that address my needs, such
as assessments techniques that will provide me feedback
about my performance.
8. I work well at my own pace in different activities.

9. I engage myself in exploration and discoveries through

contents that will let me explore, discover, and expand myself
and my ways of thinking.
10. I participate well in hands-on and motivational strategies.

Statements 4 3 2 1

1. My teacher applies knowledge of content within and across

curriculum teaching areas where the lessons provided were
well-planned.

2. My teacher applies strategies to attract our individual interests

that develop critical and creative thinking skills.
 3. My teacher utilizes strategies that promote higher-order
thinking rather than being presented with linear, planned,
piece-by-piece presentation of mathematical concepts.

4. My teacher uses strategies that enhance learners’ achievement.

5. My teacher employs strategies that develop learners’

numeracy.

6. My teacher employs interesting activities that encourage me to

participate in the classes.

7. My teacher assists and supports me to attain development and

progress.

8. My teacher encourages me to ask questions and clarifications

on the concepts presented.

9. My teacher allows me to collaborate with my peers to help me

learn better.

10. My teacher relates the lesson in real-life situations and

practices.

Statements 4 3 2 1
1. The school has a library with accessible resources.
2. The school has laboratory equipment like computers
3. The school has a mathematics subject center.
4. The teacher uses books for references.
5. The teacher utilizes materials like learning workbooks.
6. The teacher employs realia to integrate real-life concepts.
7. The teacher utilizes PowerPoint presentation in the delivery of
the lesson.
 8. The teacher uses videos to deepen the concept understanding.

9. The teacher utilizes educational television.

10. The teacher uses ICT resources to present given mathematical
concepts.

Statements 4 3 2 1
1. I group difficult words together and study them.
2. I group words together spatially on a page, notebook or card
by forming columns, triangles, squares, circles.
3. I learn some new words by joining the initial letters of them
and making a new word, e.g. MDAS= multiplication, division,
addition, subtraction.
4. I use new Math phrases in a sentence so I can remember them.
5. I image the word form, i.e. I drew a picture of a pair of gloves
to learn the word better.
6. I remember new Math concepts by making a mental picture.

References

Mindrila, Diana, et al. “Exploratory Factor Analysis: Applications in School Improvement

Research.” ResearchGate, 30 Sept. 2017.

Ampong, John Michael D., et al. “Factors Affecting Students’ E-Learning Activities Using

Exploratory Factor Analysis.” Canadian Journal of Family and Youth, 1 Jan. 2023.

Arun, Dr & SINGARAVELU, GOVINDARAJAN. (2018). Brain-Based Learning: A Tool for

Meaningful learning in the Classroom. 7. 766-771.

‌Global Education Evidence Advisory Panel. (2022). Prioritizing learning during COVID-19: The

most effective ways to keep children learning during and postpandemic. [K.

Akyeampong, T. Andrabi, A. Banerjee, R. Banerji, S. Dynarski, R. Glennerster, S.

Grantham-McGregor, K. Muralidharan, B. Piper, S. Ruto, J. Saavedra, S. Schmelkes, H.

 Yoshikawa]. Washington D.C., London, Florence: The World Bank, FCDO, and

UNICEF Office of Research - Innocenti.

Valderama, J., & Oligo, J. (2021). Learning retention in mathematics over consecutive weeks:

Impact of motivated forgetting. International Journal of Evaluation and Research in

Education (IJERE), 10(4), 1245. https://doi.org/10.11591/ijere.v10i4.21577

OECD (2023), Mathematics performance (PISA) (indicator). doi: 10.1787/04711c74-en

(Accessed on 01 November 2023)

‌LU, B. J. (2023, June 16). Addressing effects of Covid-19 among Filipino learners [Review of

Addressing effects of Covid-19 among Filipino learners]. Philippine News Agency.

https://www.pna.gov.ph/opinion/pieces/704-addressing-effects-of-covid-19-among-

filipino-learners?fbclid=IwAR0c8D1fzEao7v-

PfRFlLNLvhnuMcSiqS0XKIUHOGmWdxzBcHCr5u-B63YE