Shivangini Upadhyay and Kamaljeet Sandhu
Dayalbagh Educational Institute, Agra, UP
Pages:97-115
The emergence of brain-based learning is a new approach to education based on
scientific research. It incorporates teaching practices that demand active engagement
from students. Neuroplasticity, the remapping of the brain’s connections during the
acquisition of new concepts, is the central idea of brain-based learning. The purpose of
this study was to examine the effect of practice on learning through Rubis’s cubes on
undergraduate students with an 8- week intervention. 15 students belonging to the age
group of 18–21 years have been included as a sample. The repeated measure design
has been used. The findings provided compelling evidence of the impact of Rubic’s
cube practice stages on participants’ performance and learning-skill acquisition
associated with Rubic’s cube practice; the result also stated that outcomes are not
uniform across all stages. The observed differences underscore the need for tailored
instructional approaches and interventions to optimize learning outcomes at each stage.
Even after this intervention, their academic scores also improved. It has become
imperative in recent years to incorporate scientific results on the nervous system and
brain into educational settings. This makes it essential to research the educational
initiatives created specifically for young children in terms of brain-based innovations
and knowledge.