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Home > Archives > Volume 20, No 7 (2022) > Article

DOI: 10.14704/nq.2022.20.7.NQ33484

INCREASING LONG-TERM RETENTION AND PERFORMANCE USING BRAIN-BASED LEARNING

Dr.B. Lakshmi

Abstract

This study explores the craze for brain-based learning founded on the neurophysiological underpinnings and claims about value-laden knowledge. It makes the case that brain research can foster adequate understanding. It also analyses whether there is any scientific backing for the concept that learning is affected by brain research. The main goal of the essay is to demonstrate how knowledge of the brain can improve understanding. The study also looks at how individual learning problems might be revealed through brain research. A pretest, posttest, and quasi-experimental design were used in this investigation. In a higher education setting, students from the researcher's institution in India were divided into two groups: those who employed brain-based learning and the control group, which used traditional knowledge. Both groups received a quasi-experimental procedure 6-week intervention programme. BBL students achieve superior learning results.

Keywords

Applied Psychology, Cognition, Instructional Design, Learning outcomes.

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