The Development of an Instructional Model Based on Brain-Based Learning and Simulation Approach to Enhance Speaking Skills for High School Students in Myanmar Introduction Research objectives Literature Review
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Abstract
This research and development study aimed to (1) investigate the current conditions and needs for an instructional model integrating Brain-Based Learning (BBL) and the Simulation Approach (SA), (2) design and develop the model, (3) examine its instructional efficiency and students' English speaking performance before and after implementation, and (4) evaluate students' satisfaction with the model. Needs were identified through interviews with 17 English teachers and three school supervisors. The model was then implemented for 10 weeks (20 hours) with 70 Grade 10 students selected by simple random sampling from the reported population of 500 students at the participating government school in Myithar Township, Mandalay Region, Myanmar. Research instruments included a needs-analysis interview guide, lesson plans, an English Speaking Ability Test with an analytic rubric, and a 26-item Student Satisfaction toward the BBL-SA Instructional Model Questionnaire. Expert review produced an overall mean Index of Item-Objective Congruence of .94. Paired-samples t-test results showed that the students' post-test speaking scores (M = 74.79, SD = 5.55) were significantly higher than their pre-test scores (M = 41.20, SD = 7.28), with a mean increase of 33.59 points, t(69) = 34.22, p < .001. The model achieved an E1/E2 efficiency index of 82.41/83.66, exceeding the 80/80 criterion. Overall student satisfaction was high (M = 4.20, SD = 0.81), with individual items ranging from high to highest. The findings provide preliminary evidence that the BBL-SA model may support English speaking development and positive learning experiences among Grade 10 students in the participating school.
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