Dizon, Cristine C. <br/><br/>
Effects of brain-based teaching strategies in selected topics in mathematics as implemented to children with special needs in the disctrict of Pilar  [manuscript] / 
Cristine C. Dizon. 
 - Balanga City :  BPSU,  2017. 
 - 94 leaves ;  28 cm. 
<br/><br/> Include bibliographical reference. 
<br/><br/> The study was conducted to determine the effects of Brain-Based Teaching Strategies in teaching Mathematics.  The Brain-Based Teaching Strategies include the active meaningful learning, games, simulations and role plays.  The respondents of the study were composed of thirty-two (32) special education respondents from the two schools in the District of Pilar that cater Special Education classes. Twenty-three (23) students form Pilar Elementary Schools and nine (9) students form Liyang Elementary School in the School Year 2016-2017.  The experimental method of research was employed. The pretest and posttest being used in the study to determine the effects of brain-based teaching strategies were teacher made-test based on the standardized Special Instructional Resource Materials for the Handicapped Level I DepEd NCR Special Education Unit 2004. The results were tallied, analyzed, and interpreted to find out the difference on the outlooks of the teachers and the students-respondents regarding the proposed intervention materials in terms of the criteria mentioned. The data collected were tested through employing frequency, mean and paired t-test.  The paired-sample t-test revealed that there was a significant difference between the pretest and posttest scores of the respondents in the experiment group (t=7.678, p=0.000). Therefore, the performance of the experiment group improved significantly after the experiment.  Also, the findings showed that there was a significant difference between the pretest and posttest scores of the respondents from the control group (t=2.152, p=0.048). The control group also improved significantly after the experiment.   The independent sample t-test compared the two groups in terms of the pretest scores, posttest scores and scores gained. It was found that there was no significant difference between the experiment and the control groups in terms of their pretest scores. This then indicated that both groups had equal grasp of the topics before the conduct of the experiment.  	However, it can be seen that there was significant difference between the two groups when the results of the posttest were taken into account (t=5.168, p=0.000). Analysis of the data would further reveaeled that the posttest result of the experiment group was significantly higher. This finding was strengthened by the significant difference (t=2.782,p=0.009) between the mean gain of the experiment (3.25) and control group (1.25). Therefore, this indicated that the experiment group has more significant improvement compared to the control group.  In view of the findings, it was then recommended that the strategy should be applied to the population. A study on the effectiveness of the proposed brain-based teaching strategy should also be conducted for further enhancement. The proposed strategy in teaching mathematics to children with special needs shall be adopted by teachers for effective teaching-learning process to improve the students' achievement in mathematics. Moreover, teachers may pilot the strategy if applicable to other subjects. The brain-based teaching strategy can be improved by incorporating a list of suggested teaching strategies for every teaching style where the teacher could choose from. The preparation and improvement of the strategy should be supported by the school heads and administrators to promote more teachers handling children with special needs to increase the construction of instructional materials. Finally, future researchers were encouraged to expand the locale of the study in order to cover more inclusive respondents.