Brain-Based Learning Strategies Research Articles

Effect of Brain-Based Instructional Strategies on Achievement in Science of Elementary School Students with different Learning Styles.

No two individuals are alike and so are their learning styles. Brain-based learning strategies that are based on the core principles of human brain development can be promising in improving the achievement of students catering to the need of diverse learners with varying learning styles. These strategies are having a sound basis in Neurosciences and these strategies can be instrumental towards students’ performance as well as retention. The current research attempts to examine the effect of these strategies on achievement in science of elementary students with different learning styles. The sample of 100 students was taken which was randomly divided into two groups namely Experimental and Control Group. The students in the experimental group who received teaching using brain-based instructional methodologies outperformed than students in the control group on achievement test. In addition, students in the experimental groups with accommodation and divergent learning styles had considerably higher mean scores on achievement in science as compared to convergent and assimilation learning styles. Hence, the students' achievement in science improved significantly when they were taught using brain-based teaching methodologies.

The interaction between brain-based learning strategies and patterns of infographics and its influence on the development of information concepts among Saudi undergraduate cybersecurity students

The study reported in this paper investigates the impact of the interaction between brain-based learning strategies (spaced repetition and distributed practice - mental models) and patterns of infographics (static/animated) in e-learning environments and its impact on the development of informational concepts among cybersecurity students. The quantitative data were collected by means of Information Concept Test to determine the levels of information concepts according to the Frayer model (1969). The research sample consists of 80 male and female undergraduate students in Qassim University, who were classified into four quasi-experimental groups according to their preferred patterns in the infographic. Quantitative analysis of findings from this study shows an effect for the interaction between the variables of brain-based learning strategies (spaced repetition and distributed practice - mental models) and patterns of infographics (static/animated) in e-learning environments in the test scores of information concepts in the post-administration, where the significance level (.011) is less than the significance level (0.05). Findings also revealed that the repetition of information at increasing intervals of time using the infographics is effective to learning concepts in an organized manner and to improving short memory. Furthermore, the mental model’s strategy also helped to retain information. The study recommends encouraging the use of brain-based learning strategies and patterns of infographics (static/animated) in e-learning environments to explore the relationships between different scientific concepts, to expand students’ knowledge, and to discover inter-relationships between different subject elements. The study provides a platform for further research to employ different brain-based learning strategies within e-learning environments to acquire higher-order thinking skills and improve students’ memory and mental capacity with the use of modern technological techniques that achieve learning quality.

The Effect of the Brain Learning Strategy on the Development of Science Processes in the life Sciences Subject for Tenth Grade Students

This study aimed to reveal the effect of the brain learning strategy on the development of science processes in the life sciences subject for tenth grade students at Latin Patriarchate School- Fuhais, The sample was distributed into two groups; group (A) comprises the experimental group who learnt using the brain learning strategy, and group (B) comprises the control group who learnt using the conventional strategy, each of which consisted of (24) female and male students. To achieve the objectives of the study; a teacher’s guide was created outlining the activities for the educational strategy, and a scale of Science Process was created as an assessment tool. The scale was applied in the first semester (2021) and statistical methods: unilateral and binary analysis of variance were used to answer the study questions. The results showed statistically significant difference in favor of the experimental group positively without any significant difference due to the interaction of sex and teaching strategy. Based on the study's results, several recommendations were given, including the use of brain-based learning strategies to improve sciences processes skills in teaching life sciences.

Strategies in the Classroom for English Learning: Investigating the Effectiveness of Brain-Based Learning at Secondary School Level

Brain-based learning is claimed to make foreign language communication easier because learning a foreign language is complex. The objective of the study is to explore secondary school teachers’ perceptions of the effectiveness of brain-based learning strategies for English learning in the classroom. The research design was carefully crafted to gather quantitative data through a survey method, utilizing Likert scales to gauge respondents' levels of agreement with statements related to the research objectives. Researchers selected population responders using essential random sampling. The survey sampled 300 teachers. The study found that brain-based learning methodologies and concepts help students learn other languages naturally. Teachers reported that students never felt confident when speaking in English class, felt unconscious about speaking in front of other students, and got nervous when they did not understand every word their teacher was saying. However, the class environment made them feel comfortable. Brain-based learning provides a natural and suitable atmosphere for foreign/second language acquisition. Hence, the study may propose it for English classrooms at different levels.

Brain-based learning strategies respecting pupil´s emotions in language learning

The process of learning is about making connections. This paper presents brain-based learning as a starting point for teachers, which connects academic (content), and emotional level based on the brain research results. As we live in a stressful world, school classrooms can provide pleasure, emotional comfort, as well as knowledge. When teachers create a positive emotional environment pupils gain emotional resilience and learn more efficiently. The purpose of this paper is to focus on emotions through learning principles and emotionally “safe” school environmental factors which are inseparable part of teaching and learning process. This paper also presents strategies implementing theoretical knowledge into language learning and respecting students´ emotions. It can be concluded thatemotions play an important role in how and why students learn. Brain-based learning is one of the innovative ways or attitudes to learning a language, but also learning itself. By respecting stated starting points, we can not only make our teaching different, but especially enjoy learning, be satisfied with our performance and experience positive emotions that support the students' development. / Keywords: brain-based learning, brain, emotions, positive environment

Effectiveness of Brain-Based Learning Toward Improving Students’ Conceptual Understanding: A Meta-Analysis

This study explores the effectiveness of brain-based learning (BBL) as a pedagogical approach to address the challenges of poor conceptual understanding, which may have worsened due to the COVID-19 pandemic aftermath. In this meta-analysis, 14 studies qualified using the Publish or Perish software and the Preferred Reporting Items for Systematic Reviews and Meta-analyses. Statistical analysis conducted using Comprehensive Meta-Analysis (CMA) Version 4 software by Biostat, Inc. Based on the results, the overall effect size (ES = 3.135) indicates that the use and integration of BBL principles and strategies have a significantly large and positive effect on student conceptual understanding. The moderator analysis revealed a significant difference between individual studies (p < .001); however, the overall results for academic level (p > .05) and discipline (p > .05) revealed no significant differences. Hence, each study included in this analysis may differ from one another due to the differences in various BBL strategies implemented; however, when grouped, they shared common effect sizes. With these findings, the researchers advocate the use of BBL principles and strategies to improve students' conceptual understanding at various levels in basic education, be it in English and STEM. Moreover, empirical studies focusing on a particular BBL variable, such as health and nutrition, are recommended for in-depth analysis and discussion. Keywords: brain, brain-based pedagogy, education, learning poverty, reading comprehension, meta-analysis

Correlation between Teachers Knowledge, Beliefs, and Frequency of Implementation of Brain Based Learning Strategies

Brain-based learning (BBL) is grounded in an understanding of the structure and function of the brain, as well as empirical evidence derived from cognitive neuroscience research regarding optimal learning strategies for the brain. Educational programs that prioritize brain science in their curriculum and instructional methods are commonly referred to as "brain-based." The aim is to achieve efficient and expeditious education. As per the Education Reform, this particular approach is based on research that examines the brain's potential to restructure itself in order to enhance its capacity to retain and retrieve information while engaged in the process of learning. Enhancing one's capacity can be achieved through engaging in physical activity, maintaining a healthy diet, and effectively managing stress levels. The emotional state of an individual can also have an impact on their learning process. This study presents findings on the correlation between teachers' knowledge, beliefs, and frequency of implementation of brain-based learning strategies in primary Science classes. The research questions addressed in this paper are focused on determining the existence of such a correlation. The study comprised 207 educators from elementary schools in Croatia. The results suggest that educators at the primary level possess a sound understanding of brain-centered pedagogical approaches, yet they infrequently put them into practice. The educational process remains entrenched in a historically rooted paradigm that has not adequately shifted towards student-centered teaching. This is evidenced by the persistent employment of traditional, teacher-led instructional methods in elementary Science classrooms.

The interaction between brain-based learning strategies and patterns of infographics and its influence on the development of information concepts among Saudi undergraduate cybersecurity students

The study reported in this paper investigates the impact of the interaction between brain-based learning strategies (spaced repetition and distributed practice - mental models) and patterns of infographics (static/animated) in e-learning environments and its impact on the development of informational concepts among cybersecurity students. The quantitative data were collected by means of Information Concept Test to determine the levels of information concepts according to the Frayer model (1969). The research sample consists of 80 male and female undergraduate students in Qassim University, who were classified into four quasi-experimental groups according to their preferred patterns in the infographic. Quantitative analysis of findings from this study shows an effect for the interaction between the variables of brain-based learning strategies (spaced repetition and distributed practice - mental models) and patterns of infographics (static/animated) in e-learning environments in the test scores of information concepts in the post-administration, where the significance level (.011) is less than the significance level (0.05). Findings also revealed that the repetition of information at increasing intervals of time using the infographics is effective to learning concepts in an organized manner and to improving short memory. Furthermore, the mental model’s strategy also helped to retain information. The study recommends encouraging the use of brain-based learning strategies and patterns of infographics (static/animated) in e-learning environments to explore the relationships between different scientific concepts, to expand students’ knowledge, and to discover inter-relationships between different subject elements. The study provides a platform for further research to employ different brain-based learning strategies within e-learning environments to acquire higher-order thinking skills and improve students' memory and mental capacity with the use of modern technological techniques that achieve learning quality.

Effect of Brain-Based Learning Strategies on Educational Aspiration of Students at Upper Primary Level

Effect of Brain-Based Learning Strategies on Educational Aspiration of Students at Upper Primary Level

Brain-based learning in design and visual arts education: a bibliometric assessment of Scopus indexed literature

Background: This study aims to critically review, quantify, and assess research outcomes on brain-based learning with an evidence-based study on Scopus indexed literature, with a focus to understand the evolution structure and growth, detect trends, subject development, and most importantly, identify the gaps in the published body of literature that relates brain-based learning to design and visual arts education. Methods: Various scientometric tools were used to map, visualize, and analyze 186 research publications, indexed in Scopus in a twenty-year timespan ‘2001-2021’. Annual publication trends, relevant sources, prolific authors, authorship patterns, productive organizations and countries, funding agencies, keyword co-occurrence analysis, and thematic evolution mapping on brain-based learning publications were examined in this study. Results: Despite the significance to apply brain-based learning strategies in design and visual arts education to boost students’ knowledge and creative skills, the findings show a decline in quantities and growth patterns in brain-based learning research directed towards design disciplines in the past twenty years. Among the identified (186) documents published in (128) sources, with (1013) citations, the study detected only (57) research (30%) that were related to ‘design education,’ including those focusing on ‘instructional design, ‘and ‘syllabus design’ whereas only (3) articles were in ‘design and visual arts’ disciplines. Conclusion: These rather small numbers reflect the big gap in the current body of literature that associates brain-based learning with creativity-based disciplines, specifically in design and visual arts education. This infers the necessity to direct the attention of academics, researchers, and educationalists in the fields of design and arts towards brain-based learning applications, research and pedagogy.

Brain-based learning in design and visual arts education: a bibliometric assessment of Scopus indexed literature

Background: This study aims to critically review, quantify, and assess research outcomes on brain-based learning with an evidence-based study on Scopus indexed literature, with a focus to understand the evolution structure and growth, detect trends, subject development, and most importantly, identify the gaps in the published body of literature that relates brain-based learning to design and visual arts education. Methods: Various scientometric tools were used to map, visualize, and analyze 186 research publications, indexed in Scopus in a twenty-year timespan ‘2001-2021’. Annual publication trends, relevant sources, prolific authors, authorship patterns, productive organizations and countries, funding agencies, keyword co-occurrence analysis, and thematic evolution mapping on brain-based learning publications were examined in this study. Results: Despite the significance to apply brain-based learning strategies in design and visual arts education to boost students’ knowledge and creative skills, the findings show a decline in quantities and growth patterns in brain-based learning research directed towards design disciplines in the past twenty years. Among the identified (186) documents published in (128) sources, with (1013) citations, the study detected only (57) research (30%) that were related to ‘design education,’ including those focusing on ‘instructional design, ‘and ‘syllabus design’ whereas only (3) articles were in ‘design and visual arts’ disciplines. Conclusion: These rather small numbers reflect the big gap in the current body of literature that associates brain-based learning with creativity-based disciplines, specifically in design and visual arts education. This infers the necessity to direct the attention of academics, researchers, and educationalists in the fields of design and arts towards brain-based learning applications, research and pedagogy.

Serious Game Conceptual Model of Brain-Based Learning for Halus Student

Malaysian society, including students who use technology in their daily lives, have made technology a necessity. Among the media technologies that have a place in students’ hearts are serious games, convey information, emphasizing learning and not entertainment. A serious game is capable of creating self-directed active learning. In this study, the authors analyzed the key features of serious games that encourage learning in an academic environment. However, not many software specializes in problems for slow-reading students. This study aims to establish the elements used in in-game application software and the approaches and strategies used to develop a serious game design conceptual model for such students based on the acquired elements. The elements were obtained through two methods, i.e., systematic literature review and preliminary studies. This work identifies 48 potential studies in 2009-2020, using various well-known digital libraries. The analysis of the selected documents applying the inclusion criteria resulted in 12 articles used to design serious games. This study integrates brain-based learning strategies into game and learning components. This serious game conceptual model expects to provide a meaningful learning experience for those children who are left behind to achieve their learning goals and increase their motivation to stay excited in learning.

Penerapan Strategi Brain Based Learning terhadap Hasil Belajar IPA Siswa Kelas V SD Negeri 5 Banda Aceh

The purpose of this study was to determine the application of brain based learning strategies to science learning outcomes for fifth grade students of SD Negeri 5 Banda Aceh. who are taught using Brain Based Learning and Expository learning strategies. This research is a semi-experimental research conducted at SDN 5 Meuraxa sub-district, Banda Aceh. The sample in this research is 36 students of class VB who will be used as control class and 37 class of VC class will be used as experimental class which will be conducted randomly. Data collection techniques using instruments consisting of: science learning outcomes test. The instrument used has been standardized and the validity of the test items has been obtained. Based on hypothesis testing with = 5%, it was obtained that: (1) there were differences in the science learning outcomes of students who were taught using Brain Based Learning strategies and expository learning strategies. From the results of the study, the researchers suggest that the application of Brain Based Learning strategy can be used as an alternative in improving science learning outcomes, so it can be used as input for teachers and also principals to be developed as an effective learning strategy.

Inlfuence of Brain-Based Learning Stratgies on Academic Motivation, Stress and Self-Esteem of High School Students in North Banagalore

Brain-Based Learning Strategy stimulates the whole brain for effective function which results in greater academic progress. This being the case it is bound to result in academic motivation, removal of stress and an increase in the self-esteem of students without any doubt.
 Brain-Based Learning Strategy provides a safe and threat-free environment whereby the meaningful presentation of content prepares the learners’ brains to store, process and retrieve the information in a soothing way. The main objective of this paper is to study the influence of brain-based learning strategies on the academic motivation, stress and self-esteem of high school students in North Bangalore, identity the factors of brain-based learning which influence learning process among high school students and then move on to identifying the factors of motivation, stress and self-esteem which influence the academic performance of high school students with respect to brain-based learning. The results of the study have confirmed that brain-based learning would result in motivation, removal of stress and higher self-esteem thereby resulting in improved academic performance.

Effects of brain-based learning strategies on secondary school students’ motivation to learn in Federal Capital Territory, Abuja, Nigeria

Effects of brain-based learning strategies on secondary school students’ motivation to learn in Federal Capital Territory, Abuja, Nigeria

Effect of Brain-Based Learning Strategies on Secondary School Students’ Academic Achievement in Federal Capital Territory, Abuja, Nigeria

The study was on the effect Brain-Based Learning Strategies on the academic achievement of secondary school students in Abuja, Nigeria. The pretest post-test Quasi Experimental Research design was used with a sample of 142 Senior Secondary School Students drawn from two schools. Two intact classes were randomly selected from each school. Data for the study was sourced using the Economics Achievement Test (EAT). The hypothesis was tested at a significant level of 0.05 using ANCOVA. The findings revealed a significant difference in the academic achievement with mean difference of 15.82 in favor of the Experimental Group. The study concluded that Brain-based learning strategies have significant effect on students’ academic achievement as the result indicated that the effect of the treatment, (brain-based learning strategy) was significantly positive on students’ academic achievement in Economics. The study recommended that teachers should adopt the Brain-based learning strategies in teaching Economics by providing a relaxed environment with low threat, good nutrition, physical exercise, movement, drama, drinking of water before and during lessons.

Effects of Brain-Based Learning Strategies on Secondary School Students’ Attitude to Learning in Federal Capital Territory, Abuja, Nigeria

The study was carried out to find out whether Brain-Based Learning Strategies had any effect senior secondary school students’ attitude to learning in the Federal Capital Territory, Abuja. A pre-test post-test Quasi Experimental Research design was used with a sample size of 142 Senior Secondary School Students (S.S.S 1) drawn from two Senior Secondary Schools in the Abuja Municipal Area Council. Two intact classes were used; one class drawn from each of the schools, the classes were assigned to Groups using a Lucky Dip. With 70 students constituted in the Experimental Group and 72 in the Control Group. The Student Attitude Scale (SAS) was used to collect data for the study. All hypotheses were tested at a significant level of 0.05 using t-test. Findings revealed a significant difference in Students Attitude to learning with a mean difference of 0.59 in favor of the Experimental Group. However, no significant difference was observed in Students Attitude to learning in the Experimental Group based on gender. It was recommended that teachers should adopt the Brain-based learning strategies in teaching Economics in Senior Secondary Schools. In addition, since the teaching pedagogy is Gender-fair, it should be implemented in all schools irrespective of learners’ gender.

Applying Brain Based Learning Modules for Learning Acceleration of 6th Grade Science Students

This pre-test post-test control group experimental study was conducted to identify difference in the performance of three BBL (Brain Based Learning) types of strategies; practical simulation, problem solving and cooperative learning on early elementary graders. The modules were developed by the researchers to find the effectiveness of BBL strategies over traditional chalk and talk method. The study involved three pairs of control and experimental groups randomly of sixth graders having N=30 each and total 180 students from district Lahore public schools. The students received intervention for four months for 4 chapters of 6th grade General Science subject. All students were pre and post tested by a 40 item multiple choice concept based achievement test. The pre and post test scores of all control and experimental groups were compared to find out the achievement difference of students through comparing their gain score (post-test – pre-test) after intervention. The study revealed that all the three BBL modules were effective because the intervention groups showed greater gain score parallel to their control groups.

The Effect of Brain Based Learning Strategies and Project Based Learning on Mathematics Learning Outcomes in Students of the Kinesthetic Learning Style Group

Brain-based learning is a concept of strategy to create learning-oriented efforts to empower students' brain potential. Project-Based Learning is a learning strategy that utilizes projects or activities as a center of learning. The purpose of this study was to examine the effect of brain-based learning and project-based learning strategies on student mathematics learning outcomes, especially kinesthetic learning style groups. The quasi-experimental research method is post-test only design, retrieval of learning outcomes data with tests and learning styles using questionnaires and data analysis using ANOVA with t-Dunnet advanced tests. This study found that the mathematics learning outcomes of students who were taught using the Project-Based Learning strategy were higher than those taught by the Brain-Based Learning (BBL) learning strategy especially for students in kinesthetic learning styles. The suitability of investigative activities creates products in project-based learning with the characterization of students' kinesthetic learning styles which are characterized by always touching certain information objects can strengthen the memory of meaningful information and knowledge so as to improve the quality of learning outcomes.

The Effects of Brain-Based Learning and Project-Based Learning Strategies on Student Group Mathematics Learning Outcomes Student Visual Learning Styles

The purpose of this study was to study the effect of Brain-Based Learning and Project Based Learning strategies on the results of mathematics learning in students of visual learning styles in the Basic Mathematics Introduction course at the Teaching and Education Faculty at Halu Oleo University, Republic of Indonesia. This study uses an experimental research method designed with a post-test design. Student learning outcomes data were collected through tests and learning style data collected through questionnaires. Data were analyzed by ANOVA with Dunnet’s further test. The results showed that the learning outcomes of students from the visual learning style group were taught the strategy of Brain-Based Learning higher than Project-Based Learning. The conclusion of the study shows that the student learning outcomes of the visual learning style group taught by the Brain-Based Learning strategy are higher than the Project Based Learning; Student groups with visual learning style preferences are more suitable to be applied with the Brain-Based Learning strategy.