Authors
1 Department of Educational Sciences, Farhangian University, P.O. Box 14665-889, Tehran, Iran
2 Ph.D. in educational psychology, lecturer at Farhangian University
3 Master's degree in Educational Psychology, Islamic Azad University, Malayer Branch, Iran
4 Master's degree in educational management, Lorestan University
Abstract
Background and Objectives: Brain-based learning intervention uses neuroscience findings in the design and implementation of learning activities to organize education in a way that is consistent with the nature of brain learning. The purpose of this study was to investigate the effectiveness of brain-based learning on the resilience and academic well-being of sixth-grade male elementary school students in the Zagheh area.
Methods: The research method was semi-experimental and used a pre-test-post-test design with a control group. The statistical population consisted of all sixth-grade male students in Zagheh County who were studying in the academic year 1401-1402. From the statistical population, 40 students were selected by convenience sampling method and then randomly assigned half of the subjects to two experimental groups and the other half to the control group. Brain-centered learning topics were presented to the students in the experimental group during 8 45-minute sessions for 2 months. Data were collected using the Samuels Academic Resilience Questionnaire (2004) and the Pietrinen et al. Academic Well-Being Questionnaire (2014) and then analyzed using descriptive statistics and analysis of covariance in the SPSS22 statistical software.
Findings: The results of the analysis of covariance showed that brain-based learning training was 40% effective in increasing the level of academic resilience and 41% effective in increasing the level of academic well-being of students in the experimental group (p<0/01).
Conclusion: It can be said that one of the constructive approaches to improving and strengthening the educational variables of resilience and well-being is the brain-based learning approach.
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