Brain-based learning practices among pre-service teachers in Southeast Asia: A mixed-methods study from a neuroeducational perspective

Abstract

The Brain-Based Learning (BBL) approach in language teaching is relatively new among pre-service teachers in Indonesia and the Philippines. This study examines students’ perceptions of BBL-based teaching, identifies pre-service teachers’ challenges and instructional performance, and evaluates the effectiveness of the BBL approach in Indonesian and Philippine educational contexts. Using a mixed-methods design with a one-group pre-test–post-test pre-experimental structure, the study involved 30 pre-service teachers undertaking their teaching practicum in six junior high schools and six senior high schools across Indonesia and the Philippines. A total of 322 students aged 13–17 years participated in the study and were selected through purposive sampling. Quantitative data were collected through student perception questionnaires, pre-tests, and post-tests, while qualitative data were gathered through semi-structured interviews. The primary data were analyzed using descriptive statistics, correlation analysis, and paired-sample tests, while secondary data were analyzed through thematic analysis to complement and explain the quantitative findings. The findings reveal that students generally hold positive perceptions of BBL-based instruction; however, these perceptions do not always translate into improved learning outcomes when BBL principles are not fully aligned with brain-compatible learning processes. The study also identifies key instructional gaps, particularly in promoting meaningful learning and incorporating reflective pauses. Despite these challenges, implementing BBL positively affects students’ learning outcomes. Overall, the findings highlight the importance of ongoing neuroeducation-based teacher training to better align pedagogical practices with how the brain learns, supporting more meaningful and effective language learning experiences.