EFFECTIVENESS OF BRAIN- BASED TEACHING STATEGIES TO ENHANCE VOCABULARY AMONG PROSPECTIVE TEACHERS
This study aimed at investigating the impact of Brain-Compatible teaching strategies on enhancing vocabulary learning. The study adopted the experimental design employing two groups (experimental and control). The design included an independent variable and a dependent variable (vocabulary learning) which was measured by the Vocabulary Learning Test. Educators are not experts who execute the instructive thoughts and approaches of others, yet rather experts ready to consider and search for arrangements when they face new issues. Be that as it may, a short take a gander at the training advancement scene can be both overpowering and debilitating for most educators. The Brain-Compatible Teaching Strategies were administered to the experimental group for six weeks. Results of the study revealed that there are statistically significant differences between the mean score of the experimental group and the control group in the post-test. These results showed that Brain-Compatible Teaching Strategies had a positive effect on the prospective teachers' vocabulary learning.