Effectiveness of Brain-Based Learning for Grade Eight Students' Direct and Postponed Retention in Science

Autor/inn/en	Al-Balushi, Khadija A.; Al-Balushi, Sulaiman M.
Titel	Effectiveness of Brain-Based Learning for Grade Eight Students' Direct and Postponed Retention in Science
Quelle	In: International Journal of Instruction, 11 (2018) 3, S.525-538 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Instructional Effectiveness; Grade 8; Foreign Countries; Control Groups; Experimental Groups; Pretests Posttests; Technology Uses in Education; Cognitive Processes; Teaching Methods; Brain; Science Instruction; Science Achievement; Achievement Tests; Quasiexperimental Design; Multivariate Analysis; School Holding Power; Educational Technology; Oman + Suchen Sie Ihr Suchwort? Unterrichtserfolg; School year 08; 8. Schuljahr; Schuljahr 08; Ausland; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Cognitive process; Kognitiver Prozess; Teaching method; Lehrmethode; Unterrichtsmethode; Gehirn; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Multivariate Analyse; Unterrichtsmedien
Abstract	The aim of the current study is to examine the effectiveness of brain-based learning for student direct and postponed retention in science. There were three groups in the study--one control group and two experimental groups. Brain-based learning was used in the first experimental group (mental group). In addition, technology was used in the second group as a platform to deliver brain-based learning. The control group used conventional teaching methods. There were 197 participants from grade eight. We administered a science achievement test to the three groups as a pre-test (before the beginning of the study), as a post-test (at the end of the study), and as a postponed test (six weeks after the study ended). The post-test results indicated that the technology experimental group outperformed the control group. However, the postponed test results also showed that there was no significant difference between the control group and the technology group. On the other hand, the mental experimental group performed significantly better than the other two groups on the postponed test. We suggest that the novelty effect might play a role in wavering the impact of the use of technology, however further research is needed. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01