The effect of brain based learning on academic achievement: A meta-analytical study [Beyin temelli ögrenmenin akademik başari{dotless}ya etkisi: Bir meta-analiz çali{dotless}şmasi{dotless}]
Küçük Resim Yok
Tarih
2014
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Edam
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
This study's aim is to measure the effect sizes of the quantitative studies that examined the effectiveness of brain-based learning on students' academic achievement and to examine with the meta-analytical method if there is a significant difference in effect in terms of the factors of education level, subject matter, sampling size, and the countries where the studies were carried out. Meta-analysis is the method employed in order to statistically combine the quantitative data collected from many studies of the same topic, and to reach a general conclusion from the results. In this respect, following the literature research, 31 studies (42 effects) which investigated the effectiveness of brain-based learning on students' academic achievement between the years 1999-2011 met the inclusion criteria, were reported in English and Turkish, and were included in the metaanalytical research. The findings indicate that 35 out of 42 comparisons had positive effect sizes. It revealed that brain-based learning has a positive but medium effect (d=.640) on students' academic achievement. In addition, when compared with the studies conducted in Turkey and the USA, it drew the conclusion that there is a significant difference between the groups while there is no difference in any effect sizes in terms of education level, subject matter and sampling size. © 2014 Educational Consultancy and Research Center.
Açıklama
Anahtar Kelimeler
Academic achievement, Brain-based learning, Meta-analysis, Neurophysiologic learning, Neuroscience
Kaynak
Kuram ve Uygulamada Egitim Bilimleri
WoS Q Değeri
Scopus Q Değeri
N/A
Cilt
14
Sayı
2
