@article{Amjad Islam Amjad_Musarrat Habib_Umaira Tabbasam_Alvi_Taseer_Noreen_2023, title={The Impact of Brain-Based Learning on Students’ Intrinsic Motivation to Learn and Perform in Mathematics: A Neuroscientific Study in School Psychology}, volume={16}, url={https://iejee.com/index.php/IEJEE/article/view/2076}, abstractNote={<p><em>The aim of the current study is to investigate the effect of Brain-Based Learning (BBL) on students’ intrinsic motivation to learn and perform mathematics. Owing to the educational implications of neuroscience, the researchers planned the current experimental study with a single-subject A-B-A research design. The participants were eighth-graders enrolled in a boy’s public secondary school in the district Kasur of Pakistan in the academic year 2021-2022. Students were taught mathematics using the traditional lecture method in the baseline phase (A) and withdrawal phase (A). In contrast, in the treatment phase (B), they were taught mathematics with activities based on the BBL approaches and principles. The Mathematics Motivation Scale was used to collect data. It was analysed using visual analysis and one-way repeated measure ANOVA. The researchers revealed that BBL significantly affects students’ intrinsic motivation to learn and perform mathematics. The teachers are suggested to develop BBL-based activities to teach mathematics. </em></p>}, number={1}, journal={International Electronic Journal of Elementary Education}, author={Amjad Islam Amjad and Musarrat Habib and Umaira Tabbasam and Alvi, Gulshan Fatima and Taseer, Naveed Ahmad and Noreen, Iqra}, year={2023}, month={Oct.}, pages={111–122} }