THE EFFECT OF BRAIN BASED LEARNING ON ACADEMIC SUCCESS, ATTITUDE AND RETRIEVAL OF INFORMATION IN SCIENCE AND TECHNOLOGY CLASSES

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1 THE EFFECT OF BRAIN BASED LEARNING ON ACADEMIC SUCCESS, ATTITUDE AND RETRIEVAL OF INFORMATION IN SCIENCE AND TECHNOLOGY CLASSES Nuray İNCİ 1 and Hilmi ERTEN 2 1,2 University of Fırat Abstract: The purpose of the study was to examine the effect of Brain-Based Learning approach on achievement, attitude and retention of knowledge in 8th grade students science and technology classes. Brain based learning, which focuses on the ways the brain learns best rather than the ways of teaching, with a rich learning environment and trigger of thinkings. The pre/post-test control group research model was used in this study. The research was conducted with one experimental group and one control group in academic years. Totally 30 students, participated in this research. The study took place during the teaching of State of Matter and Heat with of the science and technology course. In the experimental group, students were taught according to the brain-based learning approach, while in control group students were taught according to the traditional methods. The data obtained were analyzed using the SPSS program for Mann Whitney U Test, Friedman Test and Wilcoxon Sign Test. The means and standard deviations were calculated for groups. The results demonstrated that there was a statistically significant difference on achievement, attitude and retention, conclude of brain-based learning, between the experimental group and the control group, in favor of the experimental group. Keywords: Brain Based Learning, Science and Technology Teaching, Achievement, Attitude, Retention. INTRODUCTION: Brain is a structure inside the skull consisting of more than 100 billion neurons. A neuron transmits a received stimulus to another neuron at a speed higher than 380 km/h. The striking speed of the transmission of stimulus is a feature arising from the closeness of neurons. When volume and mass of the brain is taken into consideration, there are approximately 10 million neurons in each centimeter cube of the brain. İnci (2010) defines brain as an exceptional organ in which countless mysteries are woven and different features of which are explored and written by the ink of time every moment. While the brain hosts every kind of learning in a unique way, the factor of environment should never be ignored and the question of how the best way of learning can be achieved within a rich life pattern by using various motivation factors and individual s spheres of interest, too. Brain Based Learning (BBL) is a holistic approach regarding lear ning with a developmental and socio-cultural perspective based on the structure and functions of the human brain (Caine & Caine,1995). This learning theory is based on the structure and function of the brain research came from advances in neuroscience. Brain Based Learning is a Learning approach that is based on the structure and function of the human brain. Different than traditional methods, brain based learning emphasizes meaningful learning instead of

2 memorization. Brain-Based Learning takes into consideration a student's brain as a whole when it comes to learning. Often, we look at a student's learning style as the street to educate them. However, there are multiple ways of learning, and each of us might utilize different aspects and areas of our brains in order to process information in the most efficient manner. Brain-based teaching incorporates three instructional techniques: Orchestrated immersion Creating an educational experience that immerses students in higher-order thinking, making connections relevant, and using creativity to design learning environments. Relaxed alertness An atmosphere that is low threat and high challenge. The goal is to eliminate stress and fear that inhibit learning and provide a learning environment that is positive, non-threatening and challenging. Active processing Students need time to consolidate and internalize information by actively processing it (Caine, 1997). According to research on brain-based learning, environments, diet, amount of sleep, and water intake all affect the way our brain responds and learns. Brain-Mind Learning Principles: All learning is physiological., The Brain-Mind is social. The search for meaning is innate. The search for meaning occurs through patterning. Emotions are critical to atterning. 6. The Brain-Mind processes parts and wholes simultaneously.learning involves both focused attention and peripheral perception.learning always involves conscious and unconscious processes. There are at least two approaches to memory: archiving individual facts or skills or making sense of experience.learning is developmental. Complex learning is enhanced by challenge and inhibited by threat associated with helplessness. Each brain is uniquely organized (Caine & Caine, 1990). Brain-Based Learning approach is student-centered. Brain-Based Learning approach could be added to the course which activates the brain of all kinds of element. For example, in science and technology issues could also be utilized from history, geography and philosophy. Students' interest in the subject area is known to be connected directly to that field. According to the students' interest in the subject area may be contacted directly. Problem Sentence: Is there a statistically meaningful difference between the Science and Technology class of 8th grade students in primary school regarding States of Matters and Heat unit who receive BBL approached and traditional education with regards to level of permanence of success of information and changes in brain dominance? In addition to, sub problems are the following; is there a statistically meaningful difference between points of pre-test, final test and permanence tests of the students in experiment group, was there a change observed in the attitudes of students in experiment and control group towards science before and after the application of BBL method, research is an experimental type of study. Pre-test final test control group pattern was implemented. Method: The pre/post-test control group research model was used in this study. This study was carried out in Elazığ in the second half of educational years. Work group of the study consists of 8th grade students of Alacakaya Primary School. 30 equivalent students who were chosen among 70 students by equalization participated in the study. Analysis of data was made by a packet program called SPSS 16 for Windows. Friedman, MWU tests with frequency and percentage values were used in the analysis of data. Data Collection Tools: Data collection tools are brain dominance tool, achievement test and attitude test. Brain hemispheres have effective roles in different functions. Brain dominance concept is

3 used to express the dominance of one hemisphere of brain to the other in some specific function. Brain dominance tool, Davis and others (1994) adopted by the tool. The original of tool; 39 items and each item the right hemisphere of the brain, the left hemisphere and both used the equal dominance, contains three options. We used the form translated to Turkish of Davis s Brain dominance tool. This tool consists of 26 items. The validity and reliability study of the Turkish version of Brain dominance tool was conducted by Avcı (2006), 200 primary 7th grade student on the applied and the reliability coefficient is calculated as 0,70. In the evaluation of the brain dominance tool utilized from the ranges of values and definitions Mariani (1996)'s used, an evaluation criteria schedule is constructed. Steps in the evaluation of brain dominance tool are as follows; In evaluation of items, (-) sign is put in front of A option, (+) sign is put in front of B option. Any signs are put in front of C option. According to the scores between -26 and 26, judgements are made about students which brain hemisphere more work. Students brain dominances are found out according to the following number ranges and definitions: Range from -26 to -21: Left Brain Dominance (very strong), Range from -20 to -15: Leftbrain Dominance, Range from -8 to -14: Left Brain Dominance (More Domin ant), Range from -7 and -1 range: Left Brain Dominance (Less ), 0: The two sides of the brain the same ( The same dominance), Range from +1 through +7 range: Right Brain Dominance (Less ), Range from +8 to +14 range: Right- Brain Dominance (More Dominant), Range from +15 to +20 range:right-brain Dominance, Range from +26 to +21 range: Right- Brain Dominance (very strong). A pilot application was made in order to assess the impact of data collection tools on students and the level of clearness and understandability of the study and if it serves its purpose. Another purpose of this pilot application is to increase the validity and credibility of the study. In this context, unit of States of Matter and Heat was covered with materials prepared in compliance with BBL. Posters, formulas and rules written on colorful balloons, various laboratory tools and devices to be used during the class and audio visual recording devices were prepared before class according to the quality of the subject to be learnt. With some students, the clips filmed outside the classroom. For the achievement test 22 multiple choice questions were prepared about the unit of States of Matter and Heat. Questions were prepared by the researcher based on the textbooks and activity books of Ministry of Education (MEB in Turkey) used in 8th grade. Alpha credibility coefficient of the test was calculated as 0.84, average difficulty was calculated as 0.73 and average distinguishing capacity was calculated as 0.45 as a result of analyses. Achievement test as implemented as pre-test, final test and permanence test to experiment and control group students. As most of the experiment group students use their left brain, objects to activate the right brain were chosen during preparation process of the class, however left brain was not neglected. For instance, students were sometimes asked to close their eyes and imagine or to draw a picture or a caricature about the subject during the class. As a result of in class observations, it was seen that even some students who try to disguise behind the lie of I don t understand start to develop a salient interest and desire to learn. Short videos (clips) were shot in which students took part specifying the important parts in text and activity books regarding the unit of States of Matter and Heat while covering the subject with BBL method. Experiment group students watched this video at regular intervals and it was found out that their interest in the lesson increased in a positive way. These clips helped students in understanding the topic. By using of popular music in clips, were lyrics changed (were adapted to science and technology). So, the course content objects were presented in an entertaining way with video-clips in certain periods. Thus, it was provided that the subject took place in their minds in a more efficient way.

4 Findings derived from the study are restricted with the data derived from the students attending classes 8-A and 8-B in Alacakaya Primary School in Elazığ during educational years, Science and Technology lesson s unit of States of Matter and Heat as well as tests prepared by the researcher and brain s dominance tool. In order to determine the equivalence of the groups, the averages scores of the students in both groups have been compared with the personal information questionnaire and science and technology school report scores of the groups have been taken into consideration. FINDINGS: Brain dominance instrument to the experiment group students was applied before and after the experimental process. The purpose of a supply of experimental post-process, students' brain dominance BBL method to discover whether there really is causing a change. The levels of brain dominance of the students in experiment group is usually left brain (before the experimental process). There are left brain dominance (less ) students are %73, the two sides of the brain the same students are %7, right brain dominance (less ) students are %20, according the evaluation (Brain dominance tool scores of the students in experiment group). Seven students have been changes in the brain dominance after the application BBL (Table 1). Table 1: Those who change in the brain dominance after the application BBL Before the application BBL Evaluation After the application BBL Evaluation -3 Left brain less -2 Left brain less 1 Right brain less -4 Left brain less -2 Left brain less 2 Right brain less -7 Left brain less -1 Left brain less 2 Right brain less -1 Left brain less 7 Right brain less -3 Left brain less -2 Left brain less -1 Left brain less -3 Left brain less 1 Right brain less -1 Left brain less 4 Right brain less -5 Left brain less -6 Left brain less -4 Left brain less -2 Left brain less -4 Left brain less -4 Left brain less -1 Left brain less -1 Left brain less -2 Left brain less 1 Right brain less 0 The two sides of the brain the same 0 The two sides of the brain the same Those who change in the brain dominance

5 The Friedman Test is used to test hypotheses involving several measurements obtained from the same group. Friedman test was applied to experiment group students in order to specify if there is a statistically meaningful difference between their results of pre-test, posttest and permanence tests. Table 2: The Mean s of the Experimental Group for Pre-test, Post-test and Follow-up Scores of academic achievement tests. Tests n Mean Sd Mean rank X² df p Pre test 15 14,8000 2, ,17 Post test 15 18,8667 1, ,67 18,750 2,000 Permanence test 15 17,7333 2, ,17 According to the results of Friedman test which was applied to reveal if there is an important role of permanence test which was applied for about three months later, final test that was applied just after the lesson and pre-test which was applied before BBL method, a statistically meaningful difference of the points of the achievement tests applied at regular intervals on the permanence of information (X² (df=2, n=15)=18.750, p<.05). As a result, it can be concluded that BBL method is efficient in making the information permanent. Table 3: The Wilcoxon Signed Test as a post-hoc test results Wilcoxon Matched Pairs Signed Test Post test-pre test n Mean rank Sum of z p s 0,00,00-3,306,001 + s 14 7,50 105,00 Ties 1 Total 15 Post test-follow up test s 3 5,83 17,50-1,697,090 +s 9 6,72 60,50 Ties 3 Total 15 Follow up-pre test 4,00 2 s 8,00-2,990,003 +s 13 8,62 112,00 Ties 0 Total 15 According to the results of Wilcoxon Signed test which was applied post hoc, the statistically meaningful difference between pre-test and final-test results of experiment group students is (z=-3,306, p<,05) whereas the difference is (z=-2,990, p<,05) between the pre-test and the permanence test. However, no statistically meaningful difference was found between the measurements according to the results of Wilcoxon Signed test which was applied post hoc even if Friedman test says that there is a meaningful difference between the points attained from post test-permanence test. Table 4. The Mean s of the Control Group for Pre-test, Post-test and Follow-up Scores of academic achievement tests. Tests n Mean Sd Mean Pre- test 15 12,8000 2, ,97 Post- test 15 12,8667 2, ,10 Permanence Test 15 12,6000 1, ,93 X² df p,250 2,882 According to the results of Friedman test, no statistically meaningful difference was found of the points of achievement tests which were applied to control group students at

6 regular intervals on the permanence of learnt information (x² (df=2, n=15)=,250, p>,05). As a result, it can be said that traditional methods are not sufficient to ensure the permanence of learnt information. Table 5. The Mean s of the Experimental and Control Group students for science and technology pre- attitude test score Groups Experiment Group n Mean Mann-Whitney U Test Sum of 15 13,90 208,50 Control Group 15 17,10 256,50 MWU z p 88,500-1,001,317 According to attitude pre-tests which were applied to experiment and control group students before the application of BBL method, there is no salient difference between the attitudes of students towards Science and Technology (U=88,500, p>0,05). Namely, groups were equivalent in their attitudes towards science before the application of BBL method. Table 6. The Mean s of the Experimental and Control Group students for science and technology post- attitude test score Mann-Whitney U Test Groups n Mean Sum of Experiment Group 15 21,10 316,50 Control Group 15 9,90 148,50 MWU z p 28,500-3,501,000 Mann Whitney U Test was applied in order to test the hypothesis claiming that there is a statistically meaningful difference between the attitudes and perception levels of students receiving traditional education and students receiving education in accordance with BBL method regarding science after the experimental processes. Accordingly, there is a salient difference between the points of attitudes of students of experiment and control groups toward Science and Technology (U= 28,500; p<0,05). The fact that BBL has changed students points of view can be mentioned among the reasons of the difference to the advantage of experiment group. CONCLUSION Brain is so strong that, it is impossible to talk about something difficult for a properly motivated and programmed brain. As for our imagination, it has no limits. As a matter of fact, inventions of today have come true as a product of some people s imaginations. Our students are both going to learn without getting bored and take firmer and more confident steps along the path of success in an environment enriched by components to make brain more active. In our study, it was clearly observed that even the students saying that they don t like science classes took an interest in science. When both teacher and students come to class getting prepared before with various materials and students learn information one to one and interpret by projects and performance homework; therefore different zones of the brain are activated and hormones of happiness are released in brain along with the success accompanied by productivity. Upbeat or relaxing music was played during the classes. For example songs were composed such as Gar mı yağmış şu Harput un başına, Gurban olam toprağına daşına (Did snow fall down on Harput, May I give my life for its land) (resembling a Turkish folk song)

7 and these songs were adapted to the subject. In addition, There is a huge difference between heat and temperature... and so on. sentences clips were filmed. This information can be used in the classroom to create vibrant learning environments. Other suggestions on how to integrate brain-based teaching include: incorporate learning with storytelling. Storytelling is an effective way to ground the meaning in structure and provide for emotion. Provide structure connect today s material with previous and future material to help each person as he/she seeks to make sense of the information he/she hears or sees. Speculations, experiments, question and answer sessions, hold debates, games, music, songs are used role playing to embed information into the student s long-term memory. Relaxing movements were made when they got bored and they were allowed to bring their needs to the classroom such as water. Among the reasons why students like BBL method, building a comfortable learning environment can be counted. So every object to activate the brain is seen as a tool for the class. There is a meaningful difference between recalling levels of students of the control group to which traditional teaching methods were applied and experiment group to which BBL approach was applied to the advantage of experiment group in Science and Technology class. Namely, BBL approach is more effective than traditional education in increasing recalling level. There is a meaningful difference between attitudes of students of the control group towards science to which traditional teaching methods were applied and experiment group to which BBL approach was applied to the advantage of experiment group in Science and Technology class. It can be said that BBL approach is more efficient than traditional education in developing positive attitudes towards science. Obtained results are also parallel with the literature. At the end of the research, it is revealed that the students who are educated by the Brain-Based Learning method are more successful and have a higher motivation than the students who are educated by the traditional instruction methods. Each brain thinks different. Each brain looks different windows to the world. With different brains in the future to be applied with brain-based learning method not only in the teaching of science, other areas will increase the success and future of education is a fact that more enjoyable NOTE: In this study has benefited from the thesis of Nuray İNCİ (2010). REFERENCES Caine, R. N., & Caine, G. (1990). "Understanding a Brain Based Approach to Learning and Teaching." Educational Leadership, 48(2), Diamond, M. & Hobson, J. (1998). Magic Trees of the Mind. New York: Penguin Putnam. Davis, E.C., NUR, H. and RURU, S.A.A. (1994). Helping Teachers and Students Understand Learning Styles. English Teaching Forum (July-September), 32 (3). Duman, B., (2007). Neden Beyin Temelli Öğrenme? Pegem A Yayıncılık, Ankara. Avcı, D. ve Yağbasan (2009). Beyin Temelli Öğrenmenin Öğrencilerin Fene Yönelik Tutumları Üzerine Etkisi, e-journal of New World Sciences Academy Education Sciences, 4, Caine R. N. and G. Caine, Reinventing Schools Through Brain-Based Learning Educational Leadership, V.52, N.7. Caine, R.N., & Caine, G. (1997). Education on the edge of possibility. Alexandria, VA: Association for Supervision and Curriculum Development.

8 İnci, N. (2010). Fen ve Teknoloji Dersinde Beyin Temelli Öğrenmenin Akademik Başarı, Tutum ve Hatırlama Düzeyine Etkisi. Yüksek Lisans Tezi, F.Ü., Elazığ.