International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

A Widely Indexed Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal

Call for Paper Volume 6 Issue 6 November-December 2024 Submit your research before last 3 days of December to publish your research paper in the issue of November-December.
Submit Research Paper Join as a Reviewer

Plagiarism is checked by the leading plagiarism checker TurnItIn

Call for Paper

Volume 6 Issue 6
November-December 2024

Submit your research paper

Indexing Partners
Academia Advanced Sciences Index Bielefeld Academic Search Engine CiteSeer DRJI Google Scholar Independent Search Engine & Directory Network ISI (International Scientific Indexing) Issuu Mendeley Research Networks
RefSeek ResearcherId - Thomson Reuters ResearchGate Scirus Scribd Semantic Scholar UTeM - Universiti Teknikal Malaysia Melaka Wiki for Call for Papers WorldCat Zenodo

Effect of Brain-Based Instructional Strategies on Achievement in Science of Elementary School Students with different Learning Styles.

Author(s) Dr. Anita Sharma
Country India
Abstract No two individuals are alike and so are their learning styles. Brain-based learning strategies that are based on the core principles of human brain development can be promising in improving the achievement of students catering to the need of diverse learners with varying learning styles. These strategies are having a sound basis in Neurosciences and these strategies can be instrumental towards students’ performance as well as retention. The current research attempts to examine the effect of these strategies on achievement in science of elementary students with different learning styles. The sample of 100 students was taken which was randomly divided into two groups namely Experimental and Control Group. The students in the experimental group who received teaching using brain-based instructional methodologies outperformed than students in the control group on achievement test. In addition, students in the experimental groups with accommodation and divergent learning styles had considerably higher mean scores on achievement in science as compared to convergent and assimilation learning styles. Hence, the students' achievement in science improved significantly when they were taught using brain-based teaching methodologies.
Keywords Brain-based Learning, Achievement in Science, Learning Styles.
Field Sociology > Education
Published In Volume 6, Issue 3, May-June 2024
Published On 2024-05-11
Cite This Effect of Brain-Based Instructional Strategies on Achievement in Science of Elementary School Students with different Learning Styles. - Dr. Anita Sharma - IJFMR Volume 6, Issue 3, May-June 2024. DOI 10.36948/ijfmr.2024.v06i03.19898
DOI https://doi.org/10.36948/ijfmr.2024.v06i03.19898
Short DOI https://doi.org/gttvdr
View / Download PDF File

Share this



E-ISSN 2582-2160
CrossRef

CrossRef DOI is assigned to each research paper published in our journal.

IJFMR DOI prefix is
10.36948/ijfmr

Downloads
Research Paper Format Copyright Permission Form and Undertaking Form Cover Page Vol 6 Isu 6Cover Page Vol 6 Isu 5Cover Page Vol 6 Isu 4

All research papers published on this website are licensed under Creative Commons Attribution-ShareAlike 4.0 International License, and all rights belong to their respective authors/researchers.

CC-BY-SA Open Access

About IJFMR
Fees & Payment
Current Issue
Publication Archive 		Submit Research Paper
Track Submission Status
Publication Guidelines
Publication Ethics
Peer Review & Plagiarism 		Join as a Reviewer
Editors & Reviewers
Reviewer Referral Program
Get Reviewer Membership Certi. 		Website/Journal Policies
Usage Policy
Content Policies
Privacy Policy
Contact Us +91-9898-5948-55 editor@ijfmr.com