Assessing the Efficacy of Brain Targeted Teaching and Content Based Language Teaching in Enhancing Language Teaching among Senior Secondary School Students

Abstract

In order to determine which of the teaching methods best serves the students in terms of English Language Teaching, this article examines the efficacy of Brain Targeted Teaching and Content Based Language Teaching methods using scientific evidence. The researchers adopted a factorial research design to investigate the problem. Investigators employed the multistage random sampling technique, and the Cochran formula was used to determine the sample size. 80 samples received the treatment in two groups of 40 participants for teaching prose and teaching poetry. The statistical computation was performed with the help of IBM SPSS GradPack Premium Version 29 Licensed. The researchers took 20 days and forty-five minutes for each session totaling forty sessions to successfully complete the entire intervention programme. Based on the factorial analysis of the data it can be said that the BTT was found significantly more effective method of teaching English language than the CBLT, where factor like Gender did not significantly affect when they were included as co-variate.