Exploration of Teachers' Attitudes toward Brain-Based Learning at the University Level

Objective: This study looks at how instructors feel about brain-based learning and analyses the impact ofdemographics on those feelings.Study Design: A standardized questionnaire was used to conduct a descriptive design using surveyapproach.Place Duration of Study: conducted from 2016 2018 different universities Islamabad, Pakistan.Materials Methods: Through multilevel mixed sampling procedure, 311 university wereselected as sample. survey only included faculty members in Islamabad who are majoringin social sciences, management or arts humanities.Results: The mean value teachers' attitudes toward 136.12. male mean, whichis 126.24, is higher than female which 121.06, difference means sizable. Similarly,academic qualification (p=.024), disciplines (p=.000), age (p=.001), Teaching experiences (p=.006), anduniversities (p=.006) have significant effect learning.Conclusion: Teachers level were not fully confident use learningprinciples because they implementing them haphazardly could clearly explain why their actionswere beneficial teaching-learning process. teachers regarding weresignificantly influenced by gender, age, teaching experiences, universities, employment thepublic private sector, academic specializations, educational background.