The effect of brain-based learning approach on academic achievement, attitude towards course, motivation and retention of knowledge in 8th Grade Students? Science Classes

The purpose of the study was to examine the effect of brain-based learning approach on achievement, attitude, motivation and retention of knowledge in 8th grade students? science classes. The pre/post-test control group research model was used in this study. The research was conducted with one expremental group and two control groups in 2011-2012 academic years. Totally 57 students, 19 in experimental group, 19 in each control groups participated in this research. The study took place during the teaching of `cell division and heredity? with of the science course. In the experimental group, students were taught according to the current science and technology curriculum.All groups were taught four hours per week, twenty four hours in total. An achievement test, an attitude, motivation and a brain dominance instrument were used to collect data in the research. Before the experimental process, achievement test, attitude, motivation and students? students 4, 5, 6, 7. class mainly grade point averages were used so as to establish the equivalence of experimental and control groups. Achievement test and attitude and motivation were given as post test. Additionally, approximatelly two and a half months after the intervention, achievement, attitude, motivation retention test was given to the students. The data were analysed by SPSS (Statictical Package for Social Sciences program version 15.0) software programs. In statistical data analysis, single factor variance analysis (ANOVA), Mann Whitney U test and Schfee test were used.As a result, using brain-based learning approach the experimental group's success in, attitude and motivation,post-test scores were found to be significant differences in favor of the experimental group.Brain-based learning approach used in the experimental group's achievement, attitude, motivation and retention test scores of control groups' achievement, attitude, motivation, and retention test was determined to be be statistically significant difference in favor of the experimental group.