The Effect of Bbl to Success and Retention in Social Studies
The Effect of Brain- Based Learning to Success and Retention in Social Studies
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ABSTRACT. The purpose of this study was to investigate whether ‘Brain-Based Learning’ has an effect on academic success and retention. The study was conducted in ehit Ali Gaffar Okkan Elementary School, Eski ehir in fall term in 2004-2005 academic years. Experimental design with pre-post test control group model and both qualitative and quantitative data collection methods were used in the study. Findings of study indicate that there was a significant difference between the success and retention of control group and experimental group, experimental group being more successful than the control group. The learners seemed to have positive perspectives on Brain- Based Learning. They seemed to think that Brain- Based Learning provides memorable and enjoyable learning experiences without a need for memorizing content. Key Words: Social Studies Course, Brain-Based Learning Approach
SUMMARY
Purpose and significance: Goals of the course of Social Studies, which reflects many aspects of the real life, entail the adoption of different teaching approaches in the classroom. One of these approaches is ‘Brain-Based Learning’ which holds that learners learn best if they are taught in accordance with brain natural learning system. The purpose of this study was to investigate whether ‘Brain-Based Learning’ has an effect on academic success and retention in Social Studies course. Methods: Experimental design with pre-post test control group model and both qualitative and quantitative data collection methods were used in the study. The following data collection instruments were used; a questionnaire for biographical information, pre and post- tests that were used to measure the learners’ academic success and retention level, lesson- plans, various teaching materials for classroom activities, a questionnaire to gather the learners’ perspectives on Brain Based Learning. The data obtained was
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ABSTRACT. The purpose of this study was to investigate whether ‘Brain-Based Learning’ has an effect on academic success and retention. The study was conducted in ehit Ali Gaffar Okkan Elementary School, Eski ehir in fall term in 2004-2005 academic years. Experimental design with pre-post test control group model and both qualitative and quantitative data collection methods were used in the study. Findings of study indicate that there was a significant difference between the success and retention of control group and experimental group, experimental group being more successful than the control group. The learners seemed to have positive perspectives on Brain- Based Learning. They seemed to think that Brain- Based Learning provides memorable and enjoyable learning experiences without a need for memorizing content. Key Words: Social Studies Course, Brain-Based Learning Approach
SUMMARY
Purpose and significance: Goals of the course of Social Studies, which reflects many aspects of the real life, entail the adoption of different teaching approaches in the classroom. One of these approaches is ‘Brain-Based Learning’ which holds that learners learn best if they are taught in accordance with brain natural learning system. The purpose of this study was to investigate whether ‘Brain-Based Learning’ has an effect on academic success and retention in Social Studies course. Methods: Experimental design with pre-post test control group model and both qualitative and quantitative data collection methods were used in the study. The following data collection instruments were used; a questionnaire for biographical information, pre and post- tests that were used to measure the learners’ academic success and retention level, lesson- plans, various teaching materials for classroom activities, a questionnaire to gather the learners’ perspectives on Brain Based Learning. The data obtained was