THE EFFECT OF NEURO COGNITIVE STRATEGY ON TEACHING PROFICIENCY AMONG B.ED. STUDENTS: A STRUCTURAL EQUATION MODELING APPROACH

Abstract

The present paper develops a full research framework for examining the effect of neuro cognitive strategy on teaching proficiency among Bachelor of Education (B.Ed.) students through Structural Equation Modeling (SEM). The study is grounded in the questionnaire provided in the PDF issued by Tamil Nadu Open University, which contains a personal data sheet and a 60-item Teaching Proficiency Questionnaire. The instrument conceptualizes teaching proficiency through five latent dimensions: communication skills, classroom management and listening, collaboration and professional interaction, adaptability and teaching methods, and patience and professional attitude. Because the questionnaire measures teaching proficiency but does not directly measure neuro cognitive strategy as a separate latent construct, the most defensible SEM specification is a model in which neuro cognitive strategy is treated as an observed exogenous intervention variable and teaching proficiency is modeled as a second-order latent endogenous construct reflected by the five first-order dimensions. This paper presents the theoretical foundation, conceptual model, hypotheses, SEM-based methodology, measurement and structural specifications, model-fit criteria, and educational implications. The paper argues that neuro cognitive strategy is likely to improve the pedagogic readiness of B.Ed. students by enhancing clarity of instruction, classroom responsiveness, collaborative behavior, adaptive teaching, and professional attitude. The study contributes to teacher education research by integrating brain-based instructional logic with latent-variable modeling, thereby offering a rigorous framework for evaluating intervention effects in pre-service teacher preparation.