The Degree of Teaching Skills Practice in Light of Brain-Based Learning by Science Teachers in Secondary Schools in Marib City

Abstract

This study is aimed to assess the level to which female science teachers in secondary schools in Marib City practice teaching skills in alignment with brain-based learning principles. It also seeks to identify the challenges encountered by these teachers in implementing teaching skills based on brain-based learning, and finds out the effect of specialization and years of experience variables on this practice. The study uses a descriptive survey approach. An observation card and a semi-structured interview were constructed and administered to a sample of (17) female science teachers at the secondary school stage. To analysis data, a one-sample t-test and a two-way analysis of variance (ANOVA) were used. The results indicated that the level of practice of teaching skills in alignment with brain-based learning, specifically in the domains of implementation, classroom environment management, and assessment, was generally low among female science teachers. However, the planning skill was found to be at a moderate level. The study identified that the primary difficulties faced by the teachers included a lack of knowledge and training, as well as challenges related to classroom environment management, the curriculum, and administrative issues. Additionally, no statistically significant differences were found in the teachers' practice of teaching skills in accordance with brain-based learning based on the variables of specialization and years of experience.