Effectiveness of a Proposed Teaching Program of Brain -Based Learning and Self-Concept Among University Students
Main Article Content
Abstract
The aim of this research is to develop a proposed brain-based learning teaching program and evaluate its effectiveness on self-concept among Koya University students by identifying statistically significant differences between pre-test and post-test results, and to determine its effect size on the mentioned variables. In this research, the researchers developed measures for attitude toward learning and self-concept using literature, previous studies, and an open-ended questionnaire. The self-concept scale consisted of 84 items, divided into six dimensions (moral self-concept, personality, self-confidence, academic, social, and physical), and their psychometric characteristics (validity and reliability) were assessed. The researchers developed a teaching program to enhance attitude toward learning and self-concept among university students. They employed a quasi-experimental method with a two-group design. The experimental group consisted of 19 students who were taught using the proposed brain-based learning program, while the control group consisted of 19 students who were taught in the traditional way. A paired sample t-test was used to analyze the results, which revealed the following: There was a statistically significant difference between the pre-test and post-test scores in favor of the experimental group on the self-concept variable, with a large effect size. Finally, recommendations and suggestions have been presented based on the obtained results.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
بابان ،عوسمان ، ئومێد ، ئەحمەد حەمە علی ، نازەنین ، رێژین ، 2021،بە کۆمەڵایەتیکردن وگەشەی منداڵ ،چاپی یەکەم هەولێر.
بۆکانی،سابیر،2020،میتۆدی توێژینەوەی زانستی ،چاپی دووەم ،خانەوچاپ و بڵاوکراوەی چوارچرا،سلێمانی.
سدیق ،فوئاد،2015، دەروونزانی کۆمەڵایەتی،هەلێر.
الخامس الأساسي في العلوم،مجلة الجامعة الإسلامیة للدراسات التربویة والنفسیة، المجلد الثاني والعشرون، العدد الأول، ص111– ص138 ینایر 2014 ISSN 1726-6807 http://www.iugaza.edu.ps/ar/periodical
السلطي ، نادیا سميح ، 2009،التعلم المستند الي الدماغ ، دار المسيرة للنشر و التوزيع، عمان، الأردن.
طه ، فرج عبدالقادر ،2009،موسوعة علم النفس والتحلیل النفسي ،مکتبة اڵانجلو المصریة ،القاهرة
الطیطي ،مسلم یوسف ،2014،أثر برنامج تعلیمي مستند إلى الدماغ يف تحسین التحصیل لدى طلبة الصف
ظاهر، عقيل امير جبر، 2019، فاعلية التعلم المستند الى الدماغ في عادات العقل لدى طلاب الصف الرابع العلمي في مادة الفيزياء ،مجلة القادسية للعلوم االنسانية المجلد (22)العدد(3)السنة (2019).
منصرة، نجیبة، 2017،مفهوم الذات وعلاقته بالتوافق النفسي لدى الطالب الجامعي ، رسالة ماستر في العلوم التربية. http://dspace.univ-eloued.dz/bitstream/
Allen,M.&Yen ,W.M.1979. Introduction to measurement theory. Available through: https://pdfcoffee.com/qdownload/allen-amp-yen-1979-introduction-to-measurement-theory-cap-7pdf-pdf-free.html
Akyurek, E., & Afacan, O. (2013). Effects of brain-based learning approach on students' motivation and attitudes levels in science class. Mevlana International Journal of Education (MIJE), 3(1), 104-119.
Berninger, V.W., & Richards, T. L. (2002). Brain literacy for educators and psychologists. Florida: Elsevier Science.
Bogardus, E. S. (1931). Social process on the Pacific coast. Publication of the American Sociological Society, 26, 1-9.
Caine, R. N., & Caine, G. (1994). Making connections: Teaching and the human brain. Menlo Park, CA: Addison-Wesley Pub. Co
Caine, R., & Caine, G. (2000). 12 brain/mind natural learning principles. Caine Learning, 1-6. Caine, R., Caine,
Caine, R., Caine, G., Klimek, K., & McClintic, C. (2009). Brain/mind learning principles in action: Developing executive functions of the human brain (2nd ed.). Thousand Oaks, CA: Corwin Press
Caine, R.N., Caine, G., McClintic, C., & Klimek, K. (2009). 12 Brain/Mind Learning Principles In Action: Developing Executive Function of the Human. (2"d ed). California: Corwin Press.
Cervone, D., & Pervin, L. A. (2008). Personality: Theory and Research (10th ed.). Hoboken, NJ: John Wiley & Sons
Cherry, K. (2022). Gardeners’ theory of multiple intelligences. Verywell Mind. https://www.verywellmind.com/gardners-theory-of-multiple-intelligences-27951 61
Connell, J. D. (2009). The Global Aspects of Brain-Based Learning. Educational Horizons, 88(1), 28-39.
Derlega, V.J., Winstead, B.A., & Jones, W.H. (2005). Personality Contemporary Theory and Research. Canada: Wadsworth
DiTullio, G. (2018). An examination of planning and implementing brain-based strategies in the elementary classroom.
Donnelly, J., & Lambourne, K. (2011). Classroom-based physical activity, cognition, and academic achievement. Preventative Medicine, 52, 36-42. https://doi.org/10.1016/j.ypmed.2011.01.021
Dubinsky, J. M., Roehrig, G., & Varma, S. (2013). Infusing Neuroscience Into Teacher Professional Development. Educational Researcher, 42(6), 317-329. doi:10.3102/0013189x13499403
Fuller, J.K. & Glendening, J.G. (Spring, 1985). The neuroeducator: Professional of the future. Learning and the Brain, 24(2), 135-137.
Fuller, J.K. & Glendening, J.G. (Spring, 1985). The neuroeducator: Professional of the future. Learning and the Brain, 24(2), 135-137.
Gearin, B. M., & Fien, H. (2016). Translating the neuroscience of physical activity to education. Trends in Neuroscience and Education, 5(1), 12-19. doi:10.1016/j.tine.2016.02.001
Given, B. K. (2002). Teaching to the brain's natural learning systems. Alexandria, VA: Association for Supervision and Curriculum Development
Grice, J. W. (2007). Person-centered structural analyses. In R. Robins, C. Fraley, and R. Krueger (Eds.) Handbook of research methods in personality psychology (pp. 557-572).New York, NY: Guilford Press.
Haglund, E. (1981). A closer look at the brain as related to teachers and learners. Peabody Journal of Education, 58(4), 225-234. doi:10.1080/01619568109538340
Hart, L. A. (2002). Human brain & human learning. Covington, WA: Books for Educators
Hunter, M. (1976). Teacher competency: problem, theory, and practice. Theory Into Practice, 15(2), 162
Jensen, E. (1998). Teaching with the brain in mind. Alexandria, VA: Association for Supervision and Curriculum Development.
Jensen, E. (2000, April). Brain-based learning: a reality check. Educational Leadership, 76-80
Jensen, E. (2005). Teaching with the brain in mind (2"d ed.). Alexandria, VA: ASCD. Jensen, E. (2008). Brain-based learning (2nd ed.). California: Corwin Press.
Jensen, E. (2008a). Brain-based learning: the new paradigm of teaching. Thousand Oaks, CA: Corwin Press
Kurt, Serhat. (2020). Kolb’s experiential learning theory & learning styles. Educational Technology. https://educationaltechnology.net/kolbs-experiential-learning-theory-lear ning-styles/
McDougall, W. 1933. The energies of men. New York: Scribner's. Pp. ix + 395.
Murphy, C., Scantlebury, K., & Milne, C., (2015). Using Vygotsky’s zone of proximal development to propose and test an explanatory model for conceptualizing coteaching in pre-service science teacher education. Asia Pacific Journal of Education, 43(4), 281-295. http://dx.doi.org/10.1080/1359866X.2015.1060291
Nelson-Jones, R. (2000). Six key approaches to counseling and therapy. London, England:SAGE.
Neve, C. D. (1985). Brain-compatible learning succeeds. Educational Leadership, 83-85
Neve, C. D., Hart, L. A., & Thomas, E. C. (1986). Huge learning jumps show potency of brain-based instruction. Phi Delta Kappan, 68(2), 143-148.
Rogers, C. R. (1951). Client-centered Therapy: Its Current Practice, Implications and Theory. Boston: Houghton Mifflin.
Rogers, C. R. (1954). Pscyho-therapy and Personality Change. Chicago: University of Chicago Press
Rogers, C. R. (1959). A theory of therapy, personality and interpersonal relationships, as developed in the client-centered framework. NY: McGraw-Hill.
Rogers, C. R. (1961). On Becoming a Person: A Therapist`s View of Psychotherapy. Boston: Houghton-Mifflin.
Rogers, C. R. (1975). The emerging person: A new revolution. In R. I. Evans, Carl Rogers: The man and his ideas (pp. 147–175). New York: Dutton
Rogers, C. R., & Sanford, R. C. (1984). Client-centered psychotherapy. In H. I. Kaplan& B. J. Sadock (Eds.), Comprehensive textbook of psychiatry (Vol. 4, pp. 1374—1388). Baltimore: Williams & Wilkins
Rothbart, M. K., Posner, M. I., & Kieras, J. (2006). Temperament, attention, and the development of self-regulation.
Saleh, S. (2011). The effectiveness of brain-based teaching approach in dealing with the problems of students’ conceptual understanding and learning motivation towards physics. Educational Studies, 38(1), 19-29. doi:10.1080/03055698.2011.570004
Samur, Y., & Duman, B. (2011). How an awareness of the biology of learning may have an effect on performance. Education as Change, 15(2), 257-270. doi:10.1080/16823206.2011.619139
Schultz, D.P., & Schultz, S.E. (2013). Theories of personality Canada: Cengage Learning.
Schwartz, M. (2015). Mind, brain and education: A decade of evolution. Mind, Brain and Education, 9(2), 64-71. Doi:10.1111/mbe.12074
Shabatat, K., & Al-Tarawneh, M. (2016). The impact of a teaching-learning program based on a brain-based learning on the achievement of the female students of 9th grade in chemistry. Higher Education Studies, 6(2), 162. doi:10.5539/hes. v6n2p162
Spencer, H. 1862. First principles. (Reprinted from 5th London ed.) New York: Burt. Pp. xv + 483
Stang, K. (2022). Brain-Based Learning Methods and Student Achievement [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/898
Stevens-Smith, D. A. (2016). Active bodies/active brains: The relationship between physical engagement and children’s brain development. The Physical Educator, 73(4), 719-732.doi:10.18666/tpe-2016-v73-i4-6447
Symonds, P. M. 1927. What is an attitude? Psychol. Bull., 24, 200 f.
Tanner, D., (2016). Jean Piaget’s debt to John Dewey. AASA Journal of Scholarship and Practice. 13(1)
Tokuhama-Espinosa, T. (2011). Mind, brain, and education science: A comprehensive guide to the new brain-based teaching. New York, NY: W.W. Norton & Company, Inc.