The effect of brain-based learning on academic success, attitude and retention: A meta-analysis study

The purpose of this research is to carry out a meta-analysis of studies investigating the effect of Brain-Based Learning (BBL) on academic success, attitude and retention in science courses. Studies with experimental and control groups were included for meta-analysis. In experimental research studies, studies including sample, group mean and standard deviations were preferred over quasi-experimental or full-experimental studies. In the study, researches between 2005-2020 were examined and 25 studies for academic success, 15 for attitude and 14 studies for permanence were found to be suitable for the criteria. The data obtained were evaluated using meta-analysis and calculated according to Hedges's g. CMAV.3 and Excel 2016 programs were used in the analysis process. While combination the studies, the random effects model was used due to the heterogeneity of some structures, and the fixed effects model was used due to the homogeneity of some structures. At the end of the research, the effect sizes of studies conducted with BBL in science courses were found to be 1.087 for academic success, 0.766 for attitude and 1.458 for retention. It has been observed that BBL has a significant and broad effect size on academic success, and a significant and very large effect size on retention. No significant effect was found on attitude.