The Effectiveness of Brain-Based Learning Model on Studying and Reading Speed // Efectividad del Modelo Basado en el Cerebro para el Estudio y la Velocidad de Lectura
Abstract
Abstract
The purpose of this study was to determine the effectiveness of the brain-based learning model on studying and reading Speed for the Persian literature lesson in the fifth-grade students of Mahmoudabad Town. In this study, non-random and semi-experimental sampling method was used. A preliminary and final test design with the control group was used without using random selection, which is one of the semi-experimental designs. The subjects were 30 students of the fifth-grade school where the researcher chose them and then placed them in two groups of 15 subjects. The teaching team teacher was given brain-based learning was given during five sessions and to their parents during one session. The learning environment was changed based on the components affecting the brain (light, nutrition, oxygen, color, music and water). Then, the teacher taught the Persian literature lesson based on the components and principles of brain-based learning in three months. For both groups (experiment and control), pre-test and post-test studying and reading speed by Moradi and Karami (2008) were performed. Findings indicate that the brain-based learning has increased the studying and reading speed of students and has had a significant impact on improving their learning quality.
Resumen
El propósito de este estudio fue determinar la efectividad del modelo de aprendizaje basado en el cerebro para estudiar y leer la lección de Velocidad para la literatura persa en estudiantes de quinto grado de Mahmoudabad Town. En este estudio, se utilizó método de muestreo no aleatorio y semi-experimental. Se utilizó un diseño de prueba preliminar y final con el grupo de control sin utilizar la selección aleatoria, que es uno de los diseños semi-experimentales. Los sujetos fueron 30 estudiantes de la escuela de quinto grado donde el investigador los eligió y luego los colocó en dos grupos de 15 sujetos. El maestro del equipo de enseñanza recibió un aprendizaje basado en el cerebro durante cinco sesiones y a sus padres durante una sesión. El entorno de aprendizaje se modificó en función de los componentes que afectan al cerebro (luz, nutrición, oxígeno, color, música y agua). Luego, el maestro enseñó la lección de literatura persa basada en los componentes y principios del aprendizaje basado en el cerebro en tres meses. Para ambos grupos (experimento y control), se realizaron pruebas previas y posteriores a la prueba de velocidad y lectura de Moradi y Karami (2008). Los hallazgos indican que el aprendizaje basado en el cerebro ha aumentado la velocidad de estudio y lectura de los estudiantes y ha tenido un impacto significativo en la mejora de su calidad de aprendizaje.
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