Mathematics, as a core subject in the school curriculum, demands logical reasoning and full utilization of the brain. Word problems, an essential topic in Mathematics education, develop students’ analytical, cognitive, and problem-solving abilities applicable in real-life situations. Despite its importance, students often demonstrate poor academic achievement in solving word problems due to factors such as language comprehension challenges, ineffective teaching strategies, and limited exposure to qualified instructors. Brain-Based Learning (BBL) offers an innovative pedagogical approach that aligns teaching methods with how the brain naturally learns, potentially enhancing understanding, retention, and performance in Mathematics. This study investigates the effects of BBL on students’ academic achievement and retention in Mathematics word problems in Akwa Ibom State, Nigeria, highlighting its implications for instructional practices and educational outcomes.