Volume 11, Issue 4 (November 2024)
Avicenna J Neuro Psycho Physiology 2024, 11(4): 0-0 |
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Afshari A. The Effectiveness of Brain-compatible Learning on Academic Self-Concept and Academic Self-Efficacy IN students. Avicenna J Neuro Psycho Physiology 2024; 11 (4)
URL: http://ajnpp.umsha.ac.ir/article-1-506-en.html
URL: http://ajnpp.umsha.ac.ir/article-1-506-en.html
Associate Professor, Department of Psychology, Faculty of Humanities, University of Maragheh , aliafshari.psy@gmail.com
Abstract: (121 Views)
Background and objective: In recent years, research has shown that traditional teaching methods are not always the most effective way to learn. For this reason, new approaches such as Brain-compatible Learning have emerged as an attractive alternative. One of the most important effects of Brain-compatible Learning is on two important factors in academic success: academic self-concept and academic self-efficacy. The present study was conducted to determine the effectiveness of brain-compatible learning on students' academic self-concept and academic self-efficacy.
Materials and Methods: To evaluate the effectiveness of this method, a quasi-experimental design with pre-test-post-test was used, along with a control group. For this purpose, 60 male students from Maragheh were selected using cluster random sampling. These individuals were randomly assigned to two experimental and control groups. After the subjects were randomly assigned, the academic self-concept and academic self-efficacy questionnaire were administered to members of both groups in the pre-test. Then, the experimental group participated in eighteen brain-compatible learning training sessions, but the control group did not receive any intervention. After the training sessions, the post-test was administered and a follow-up was conducted after one month. The data were analyzed using the statistical method of analysis of covariance.
Results: The findings showed a significant difference in academic self-concept and academic self-efficacy scores in the two groups (P≤0.01), so the average scores of academic self-concept and academic self-efficacy of the experimental group in the post-test and follow-up stages were higher than those of the control group.
Conclusion: From the findings, it can be concluded that brain-compatible learning has an effect on students' self-efficacy and self-concept, and this study has recommendations for psychologists, counselors, parents, and teachers in the field of effective use of the self-monitoring method.
Materials and Methods: To evaluate the effectiveness of this method, a quasi-experimental design with pre-test-post-test was used, along with a control group. For this purpose, 60 male students from Maragheh were selected using cluster random sampling. These individuals were randomly assigned to two experimental and control groups. After the subjects were randomly assigned, the academic self-concept and academic self-efficacy questionnaire were administered to members of both groups in the pre-test. Then, the experimental group participated in eighteen brain-compatible learning training sessions, but the control group did not receive any intervention. After the training sessions, the post-test was administered and a follow-up was conducted after one month. The data were analyzed using the statistical method of analysis of covariance.
Results: The findings showed a significant difference in academic self-concept and academic self-efficacy scores in the two groups (P≤0.01), so the average scores of academic self-concept and academic self-efficacy of the experimental group in the post-test and follow-up stages were higher than those of the control group.
Conclusion: From the findings, it can be concluded that brain-compatible learning has an effect on students' self-efficacy and self-concept, and this study has recommendations for psychologists, counselors, parents, and teachers in the field of effective use of the self-monitoring method.
Article Type: Research Article |
Subject:
Learning and Memory, Dementia, Alzheimer
Received: 2024/11/27 | Accepted: 2025/05/24 | Published: 2024/11/5
Received: 2024/11/27 | Accepted: 2025/05/24 | Published: 2024/11/5
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