PHYSICS TEACHERS PERCEPTION ON EFFECTIVENESS OF BRAIN-BASED TEACHING APPROACH TOWARD TEACHING PHYSICS AND ITS IMPLEMENTATION IN SECONDARY SCHOOL OF GWALE LOCAL GOVERNMENT KANO STATE.

This study explores physics teachers' perceptions of the effectiveness of the Brain-Based Teaching Approach (BBTA) in teaching physics and its implementation in secondary schools. A descriptive survey research design was employed to gather insights from physics teachers on the applicability and impact of BBTA. The study population comprised secondary school physics teachers, with a sample selected using a stratified random sampling technique to ensure representation across different school types. Data were collected through a structured questionnaire, which assessed teachers' awareness, perceived effectiveness, and challenges in implementing BBTA. Using a descriptive survey design, data were collected from physics teachers through questionnaires and interviews. The results indicate that most teachers perceive BBTA as an effective strategy for improving students’ understanding, retention, and motivation in physics. However, the study also identifies key barriers to its implementation, including insufficient training, lack of instructional resources, and rigid curriculum structures. The findings revealed that while many teachers acknowledged the potential benefits of BBTA—such as enhanced student engagement, retention, and conceptual understanding—its implementation was hindered by inadequate training, resource constraints, and traditional assessment methods. The study recommends targeted professional development programs, provision of adequate instructional resources, and curriculum adjustments to facilitate the integration of BBTA in secondary school physics instruction. Future research should explore student performance outcomes to validate the effectiveness of BBTA empirically.