The Effects of Brain-Based Learning on Academic Achievement and Retention of Knowledge in Science Course*
Main Article Content
The aim of this study is to investigate the effects of brain-based learning in a 5th grade
Science course on academic achievement and retention of previously acquired
knowledge. This experimental study, which was designed as pre- and post-test control
group model, was conducted in 2004-2005 academic year at Kütahya Abdurrahman Pasa
Primary School in Kütahya, Turkey. Two classes, namely 5-A and 5-B, were determined
as experimental and control groups respectively. The participants of this study were 22
fifth graders from each group. The study lasted 11 days for a total of 18 class hours.
During the research process, the experimental group was administered a brain-based
learning approach, while the control group was administered a traditional teaching
approach. Analysis of post-test and retention level tests revealed a significant difference
between the groups favoring brain-based learning.
© 2020 Electronic Journal for Research in Science & Mathematics Education (EJRSME)