The effect of English teaching on academic achievement based on brain based learning theory (BBL)
Pınar Akman, Asım Yapıcı, Mahmut Oğuz Kutlu, Filiz Tuncel and Gürcan DemiroglarıAfrican Educational Research Journal
Published: October 26 2020
Volume 8, Special Issue 2
Pages S158-S163
DOI: https://doi.org/10.30918/AERJ.8S2.20.043
Abstract
Learning is a lifelong process. Personal characteristics of learners and environmental conditions will increase efficiency by using the most appropriate teaching methods and techniques according to subject 's structure. With traditional teaching methods, it is not likely to realize aims suitable for equipment required by age. For these reasons, the curriculum updated emphasizes on approaches that centers on the students. In this research, Brain Based Learning Theory (BBL) is one of the approaches with students as the focus. The aim of the research is to determine the effect of English course taught according to BBL Theory on students' academic achievement. In this research, an experimental model of the pre- and post-test control group was conducted. The research sample is made up of forty-five (45) students that study in Bohşin Secondary School in Hatay province. Methods based on BBL Theory in the experiment class and traditional teaching methods in the control group were conducted. Computer packet program was used in analyzing data's reached in the research. Statistically independent samples t-tests and Covariance (ANCOVA) analysis was conducted. As a result of the research, English lessons teaching based on the BBL Theory (Experiment Class) as against traditional teaching methods (Control Class) significantly increased academic achievement. To spread new methods and approaches, it is suggested to increase the researches to be conducted in English teaching according to BBL Theory.
Keywords: Brain based learning theory, English teaching, academic achievement, permanent learning.
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