The Effects of Brain-Based Learning on the Academic Achievement of Students with Different Learning Styles.

Abstract

The purpose of the present study is to investigate the effects of Brain-based learning (BBL) on the academic achievement of students with different learning styles. The study group consists of students from the department of Social Sciences Teacher Education in the Faculty of Education at Mugla University (N=68). In the study, a pre-test-post-test experimental design was used. Data were collected by using academic achievement tests and the Kolb’s Experiential Learning Style questionnaire. The findings of the study reve aled that the BBL approach used in the experimental group was more effective in incre asing student achievement than the traditional approach used in the control group. However, no significant difference was observed among the achievement levels of the expe rimental group students with different learning styles.