Leveraging on Neuroscience Based Strategies as Predictor to Improve Learning Outcomes in Social Science Education of Tertiary Institutions in Niger State, Nigeria

Abstract

This study examined neuroscience-informed instructional strategies as predictors of 
learning outcomes in Social Science education across tertiary institutions in Niger 
State, Nigeria. Grounded in Educational Neuroscience and Cognitive Load Theory, the 
investigation 
operationalized 
key 
constructs—awareness, engagement, and 
implementation of brain-based pedagogical approaches—and evaluated their influence 
on students’ cognitive ability and retention. A descriptive cross-sectional survey design 
was employed, with data obtained from 325 respondents drawn from Colleges of 
Education. Instrument reliability was established with Cronbach’s alpha coefficients 
ranging from 0.71 to 0.82, indicating satisfactory internal consistency. Robust 
regression modeling was utilized to estimate predictive relationships while mitigating 
the influence of outliers and heteroscedasticity. The results demonstrate that both 
awareness and utilization of neuroscience-based instructional strategies exert a 
statistically significant positive effect on learning outcomes, particularly cognitive 
ability and retention (β = 0.307, p < 0.01). In addition, student engagement emerges as 
a significant predictor (β = 0.196, p < 0.01), underscoring the mediating role of active 
cognitive involvement in enhancing learning efficiency. Interestingly, perceived 
challenges to the adoption of neuroscience-based strategies are also statistically 
significant (β = 0.219, p < 0.01), suggesting the presence of adaptive pedagogical 
responses under contextual constraints. Conversely, general instructional strategies 
and teachers’ attitudes do not exhibit statistically significant predictive power. The 
findings provide empirical support for the integration of neuroscience-informed 
pedagogy in tertiary Social Science education. The study therefore recommends the 
implementation of targeted professional development interventions aimed at enhancing 
instructors’ capacity to design and deliver engagement-driven, cognitively optimized 
learning experiences.