DOES AWARENESS ON THE PRINCIPLES OF BRAIN-BASED LEARNING HAVE ANY EFFECT ON STUDENTS’ ACADEMIC ACHIEVEMENT?

Abstract

When the planning, presentation and gains of the lesson are in compliance with the working principles of the brain, positive contributions can be made to students’ motivation, attitudes, and academic achievement. This quasi-experimental study aims to figure out whether training students on brain-based learning to provide an awareness on brain facts might help them to consider their current study skills, and adapt and adopt brain compatible ways to study more effectively. Therefore, a quasi-experimental study was conducted with two groups of students with similar first-term averages. Two groups with similar first-term averages were identified. To see whether training learners on brain-based learning improves foreign language achievement or not, grades gained in achievement exam which is administered at the beginning of the term and first term averages are compared. The experimental group was informed about how brain works and the principles of brain-based learning. The instructor of the experimental group was also informed about the subject in detail. Also, they were asked to evaluate their first-term learning and study performance. Then, language learning strategies survey (Oxford, 1990) was conducted to find out whether students are aware of the strategies they can benefit from for a more effective learning process. The aim of the study is to help students benefit from the insights on brain as they recognize how they can immerse themselves into the content deeply. Thus, they can process the learning according to their understanding and construct meaning. Students who gain awareness of their learning styles feel both cognitively and affectively relaxed. The related literature also indicates that brain-based learning approach is more effective in increasing student achievement than the traditional approach.