Punita Borpujari Deori, Gayatree Goswamee, Zulfiqar Ullah Siddiqui
University of Science and Technology, Meghalaya
Gopal Singh
Tezpur University
Pages:497-507
This study investigated the effects of neurocognitive functioning on science achievement
among class 8 students in Kamrup Metro, comparing the impact of neuroeducation
interventions to conventional teaching methods. A total of 140 students (75 in the
experimental group and 75 in the control group) participated in the study, with data
collected through pre- and post-test measures on neurocognitive skills (executive
functioning, working memory, and sustained attention) and academic achievement in
science. The analysis revealed that male students outperformed females in both
neurocognitive skills and science achievement. The experimental group showed
significant improvements, particularly in executive functioning (d=0.854) and sustained
attention (d=0.583), suggesting that the neuroeducation intervention positively impacted
these areas. In contrast, the control group exhibited minimal changes. However,
correlation analysis indicated a weak, non-significant relationship between neurocognitive
functioning and academic achievement, both before and after the intervention, suggesting
that other factors might contribute to academic performance. These results highlight
the effectiveness of neurocognitive interventions in enhancing cognitive skills and science
achievement, though further research is needed to explore the interplay of other factors
affecting academic success. The study underscores the potential of neuroeducation in
improving learning outcomes while acknowledging the complexity of academic
achievement.