The Effect of Brain Based Learning on Academic Achievement: A Meta-analytical Study (original) (raw)
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The purpose of the present study is to investigate the effects of Brain-based learning (BBL) on the academic achievement of students with different learning styles. The study group consists of students from the department of Social Sciences Teacher Education in the Faculty of Education at Mugla University (N=68). In the study, a pre-test-post-test experimental design was used. Data were collected by using academic achievement tests and the Kolb's Experiential Learning Style questionnaire. The findings of the study revealed that the BBL approach used in the experimental group was more effective in increasing student achievement than the traditional approach used in the control group. However, no significant difference was observed among the achievement levels of the experimental group students with different learning styles.
Journal of Positive School Psychology , 2022
The conventional educational system promotes memorization over cognitive development. A well-planned and implemented educational system is crucial for a child's holistic development. An effective learning approach is required to strengthen students' innate thinking abilities. Brain-based learning creates a safe, threat-free environment where meaningful content presentation prepares learners' brains to store, process, and retrieve information appropriately (Azizur-Rehman et al., 2012). The researcher was confident that teachers can boost students' performance by maximising the brain's innate abilities. The researcher used the quasi-experimental experimental design for this investigation. The researcher used a "Pre-test Post-test Non-equivalent group design" From quantitative data, the researcher determined that p>0.05. "There is no significant difference between the experimental group and the control group in pre-test achievement scores" was accepted. "There is no significant difference between the experimental group and the control group in terms of posttest achievement scores" was rejected at the 0.01 level. The experimental group received more excellent post-test scores than the control group. The Brain-Based Learning Strategy was more effective in boosting achievement across all levels. In the post-test, a significant difference was detected between the experimental and control groups, as indicated by the F value (92.594) at the 1% level. Total sample adjusted post-test means differed at the 1% level (F = 97.902). Thus, there exists a significant difference between the experimental and control groups in terms of post-test achievement scores for the overall sample.
Revisiting Brain-Based Learning: Strategies and Implications in the Higher Education Scenario
INTED2022 Proceedings, 2022
Introduction: The latest neuroscience research and technology teaching paradigm – Brain-based learning (BBL)- has optimised learning to its highest level. BBL integrates all the brain research done with the educational practices used for learning. It is well known that applying the different processes for higher education elements to focus on BBL can achieve better outcomes. BBL (neuropedagogy) strategies are effective for all students but have not been applied thoroughly in the Higher Education Sector. The evidence so far suggests that teachers who use the principles of BBL as the foundation for an engaging curriculum and creative environment can improve their students' learning efficiency and speed. Objective: Many of the Learning and teaching in the Higher Education Sector has transformed in recent years to that of Technology Enhanced Learning (TEL). However, the primary question remains whether academics in the Higher Education Sector know about these BBL strategies and how they can adequately apply them to their TEL practice. Hence the aim of this study is to explore both the new knowledge, strategies as well as myths of learning and teaching based upon the latest neuroscience research and the principles of brain-based learning, especially in a TEL environment. Methods: A literature review was conducted to explore both research studies as well as web resources on BBL. The inclusion criteria included BBL in Higher Education and those related to Technology Enhanced Learning. Some of the myths on learning and the brain that has been now unfounded by the latest neuroscience research were also explored. Results and discussion: Some of the principles of BBL that can help teachers to improve their students' learning experiences in the Higher Education scenario were explored, such as: Exercising more helps the brain work more effectively; measures to raise self-esteem and motivation; Interaction with others was relevant for the adoption into the teaching practice. Furthermore, BBL strategies such as teaching each other that boosts memory, Memory improvement through practice and avoiding passive instructional methods like long lectures and ways to move information from short- to long-term memory were found to be useful strategies in the Higher Education Sector. Neuromyths exists among teachers that the difference between the learners may result due to the dominance of one of the two hemispheres of the brain. Prevalent misconceptions in teaching are discussed. A brain-based approach to teaching that maximises the learning potential, minimise learning losses and is built upon known mechanisms to improve skills, knowledge-base and memory are highlighted for adoption in the classroom setting. Conclusions: It has been studied that knowledge on BBL -how the brain learns best, what instructional strategies are appropriate and why they are appropriate added a significant impact to the practice of teaching delivery based upon interrelatedness of memory processes and the power of emotion. Teachers should be encouraged to develop knowledge of strategies supported by actual research so that research-based practices can become the basis for classroom instruction. This study attempts to review some of these evidence-based BBL strategies that can be practically applied in Learning and Teaching in the Higher Education Sector.
As a leader, Jensen co-founded and led four multi-million-dollar companies including the first and largest brain-compatible academic enrichment program, now held in 14 countries with over 65,000 graduates.
Effect of Brain-based Learning on Academic Achievement of VII Graders in Mathematics
2018
Brain based learning is generally considered as the educational technique derived from the research in neurology and cognitive sciences to maximize learning in a safe yet challenging manner. The main aim of this study was to explore the effect of brain based learning methods on students’ academic achievement in mathematics at elementary level. Pre-test Post-test control group design was used. Experimental group was taught through brain based learning and control group was taught by conventional methods. The findings of the study indicated that experimental group performed significantly higher as compared to control group. Present study also revealed that teaching through brain based learning method needs more time as compared to conventional method. Individual performance of the students of experimental group improved more significantly as compared to control group.