A Study of Interactive Influence of Brain-Based Learning and Hemisphericity of Students of Standard VIII on their Academic Achievement in Biology, Study Habits and Stress

Abstract

Brain-based learning is an interdisciplinary answer to the question of, “what is the most effective way of the brain’s learning mechanism?”( Jensen 1998). Objectives of the Study: • To develop an instructional package based on brain–based learning • To analyze the hemispheric preferences of students of experimental and control groups. • To compare experimental and control groups on pre-test scores of the following variables: Academic Achievement, Stress, Study Habits of students. • To compare experimental and control groups on post-test scores of the following variables: Academic Achievement, Stress, Study Habits of students • To ascertain the interactive influence of Brain-based learning and hemispheric preferences of the experimental group on the following variables: Academic Achievement, Stress, Study Habits of students Quasi-Experimental method was selected for the study. The design adopted was factorial design, the pre-test, and post test quasi-experimental design. Sample The study was carried out on a sample of 240 students from 4 schools in which two were private-aided 120 students and two were private-unaided 120 students. t-test, ANOVA, ANCOVA were used for the analysis of the data The present study on brain-based learning and hemisphericity shows that it has got a significant influence on student’s academic achievement, their stress level and it has the potential to make a remarkable change in students study habits also. The research finding supports that it develops dynamic interaction and more teacher-pupil collaboration, which leaves scope for better stress management options, which is a burning issue in the education sector.



Author Information
Mary George Varghese, MES Pillai College of Education & Research, India

Paper Information
Conference: IICE2015
Stream: Student learning

This paper is part of the IICE2015 Conference Proceedings (View)
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