Learning that sticks: Expert teachers’ perspectives on developing an instructional brain-based module for additional mathematics in secondary school

Abstract

Developing teaching and learning materials that focus on neuroscientific and holistic approaches at the Additional Mathematics secondary level aligns with the 2027 School Curriculum Design, which promotes active learning and classroom engagement. This study aims to explore the perspectives of expert teachers in the Additional Mathematics subject to identify the need for a brain-based instructional module to develop cognitive mastery skills among secondary school students in the subject. The study employed a Design and Developmental Research (DDR) strategy, emphasizing the needs analysis method in the initial phase. The study collected data through semi-structured interviews with five field experts, and the interview data were analyzed using thematic analysis facilitated by the Atlas.ti software. The key finding was a strong consensus among experts on the importance of developing an instructional Brain-Based Learning (BBL) module, particularly for cognitive mastery skills. Furthermore, the study highlighted a need for more teaching and learning materials that support active learning, positive learning environments, and multi-sensory engagement in Additional Mathematics classes, despite the acknowledged potential of this approach. The results emphasize the need to create and implement a BBL module to fill this void and equip teachers with the essential resources and expert guidance to incorporate it into Additional Mathematics lessons successfully.