The effect of brain based learning model on academic successes and motivational stability of primary school 4th grade students in science courses

The problem of the research is the question "What are The Effects of Learning Based on Brain-Based Learning Model on The Academic Achievement and Motivational Determination of Primary School 4th Grade Students?. The study was designed as a mixed design in the form of a quasi-experimental design with a pretest-posttest control group in which quantitative data were collected, and a phenomenological approach in which qualitative data were collected with an experimental group focus. The study group of the research consists of two fourth grade branches studying in a public primary school in Zara district of Sivas province in the 2019-2020 academic year. The study group was determined by convenient sampling, one of the non-random sampling methods, and divided into experimental and control groups. The experimental group that constitutes the study group consists of 30 people, and the control group consists of 34 people. Substance Recognition Achievement Test (SRAT) and the Motivational Stability Scale (MSS) developed by Constantin and Hojbota (2011) were used by the researcher to collect quantitative data. Semi-structured interview form questions were prepared for qualitative data. These questions were asked to 15 experimental group students who were reached through distance education due to Covid 19. SPSS 22 statistical package program was used in the analysis of quantitative data. In the analysis of the data, parametric tests were used, taking into account the normal distribution of the data. Re-measurement analysis of variance (split plot ANOVA) test, which can make pre-test-post-test comparison, was applied to the normally distributed data. An independent sample t-test was used to test whether there were significant differences between the pretests of the groups. NVIVO statistical package program was used to reach codes and themes in qualitative data. As a result, although brain-based learning increased the academic achievement and motivational determination scores of the students according to the teaching method prescribed by the Ministry of National Education, it did not create a significant difference. There was no significant difference in terms of both academic achievement and motivational stability according to gender. The majority of the students in the experimental group reported positive opinions about brain-based learning.