Brain Based Learning and Urdu EFL Learners' Academic Achievement in English at Secondary School Level in District Vehari

Ali, Muhammad Qasim; Kashif, Najam Ul; Shahzad, Muhammad

doi:10.31703/glr.2020(v-ii).14

Cited by 5 publications

(4 citation statements)

References 7 publications

(7 reference statements)

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“…The results of the present research were in line with the results of Kohar (2020,2022), Nur, Hasyim, and Khalikin (2020), Ali et al (2020), Yunita (2020), Bedeer (2018), Syahbandi (2018), andShabatat andAl-Tarawneh (2016), as they all proved the positive effect of using brain-based learning strategy in developing English reading comprehension skills. The results were revealed:…”

Section: Results Related To the Second Hypothesissupporting

confidence: 90%

A Brain-Based Learning Strategy for Developing English Reading Comprehension of Primary Stage Pupils

El Sakka,

Salem,

Ibrahim

2023

مجلة کلية التربية - جامعة المنوفية

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The purpose of this research was to investigate the effect of the brain-based learning strategy on primary pupils' reading comprehension skills. The participants of the research included 73 pupils who were randomly chosen from 5 th year primary pupils at Mohamed Hafez Primary School during the first term of the 2021-2022 academic year. They were divided into two groups: experimental (N = 37) and control (N = 36). The present research entailed a reading comprehension pre/posttest designed by the researcher. The experimental group received instruction using the proposed program based on a brain-based learning strategy for developing their reading comprehension skills. On the other hand, pupils in the control group received their regular instruction using the traditional method of teaching. The reading comprehension test was administered pre-and post the experiment. A paired sample t-test was conducted to compare the means of the pupils' scores on the preand post-test. Results revealed a statistically significant difference in the mean scores of the experimental group between the pre-and post-test of reading comprehension skills in favor of the posttest. An independent sample t-test was conducted to compare the means of the control group and the experimental group. Results revealed a statistically significant difference between the mean scores of the control group and the experimental group in the reading comprehension post-test in favor of the experimental group. Accordingly, it was found that pupils in the experimental group have developed their reading comprehension skills as a result of using Brain-based learning instruction. It was concluded that the program based on a brain-based learning strategy, developed the 5 th primary pupils' level of reading comprehension skills.

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Section: Results Related To the Second Hypothesissupporting

confidence: 90%

A Brain-Based Learning Strategy for Developing English Reading Comprehension of Primary Stage Pupils

El Sakka,

Salem,

Ibrahim

2023

مجلة کلية التربية - جامعة المنوفية

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“…This learning approach emphasises how the brains acquire learning (Erişti & Akdeniz, 2016), acquire insights (Ofen et al, 2016), and develop in an educational environment (Davidesco et al, 2021). By participating in interactive conversations (Khalil et al, 2019), the learners actively deepen their comprehension of the problem throughout this learning process (Ali et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…The BBL teaching approach helps pupils learn from personal experiences and develop insightful ideas (Al-Balushi & Al-Balushi, 2018). It not only raises pupils' academic achievement but also fosters cooperation, teamwork, and dedication (Duncan, 2020), which enables pupils to draw lessons from their experiences in life, which is advantageous to both educators and pupils (Ali et al, 2020). The literature also found that the BBL approach perceives learning as a means that requires engagement and fosters creativity through obstacles (Cheung et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Effect of Brain-Based Learning on Students’ Mathematics Performance at Elementary Level

Amjad

Habib

Saeed

2022

pjsr

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Brain-Based Learning (BBL) is an instructional approach that addresses students’ achievement and learning goals from the perspective of the human brain. It entails specialised learning procedures centred on how human memory, attention, motivation, and conceptual cognitive learning work. The current experimental study was designed to investigate the effect of BBL approach on elementary students’ academic performance in mathematics. The study employed a single subject A-B-A research design. The participants under investigation were eighth graders of a public school selected using an intact group. During the treatment phase (B), the principal researcher taught students the concepts related to financial arithmetic, polynomials and factorisation focusing activities; visual storytelling, back-to-board, role play, i-Think maps brainstorming and visual imagery. These activities were based on 12 BBL principles. During the course of the study, the researchers collected data nine times using one-tier MCQs based tests. The data were analysed using visual analysis and one-way repeated measure ANOVA. Partial eta value (.317) revealed that BBL significantly affects students’ academic performance. To improve students’ mathematics performance, the researchers recommended practitioners to teach elementary level mathematics using BBL principles-based activities. Keywords: Academic performance, brain-based learning, one-tier MCQs, visual analysis, visual storytelling.

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“…It is a way of teaching that, instead of long lectures given by the teacher, stresses physical movement, student-to-student instruction, and group work. Neuroplasticity, the process by which the brain's connections are reorganized in reaction to new knowledge, is fundamental to brain-based learning (Ali, Kashif, & Shahzad, 2020). The objective of the study is to explore secondary school teachers' perceptions of the effectiveness of brainbased learning strategies for English learning in the classroom.…”

mentioning

confidence: 99%

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

Shahzadi,

Wattoo,

Ahmad

2024

BBE

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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.

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Brain Based Learning and Urdu EFL Learners' Academic Achievement in English at Secondary School Level in District Vehari

Cited by 5 publications

References 7 publications

A Brain-Based Learning Strategy for Developing English Reading Comprehension of Primary Stage Pupils

A Brain-Based Learning Strategy for Developing English Reading Comprehension of Primary Stage Pupils

Effect of Brain-Based Learning on Students’ Mathematics Performance at Elementary Level

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

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