Author(s): Zeynep KILIÃ Semra GÃVEN
This study aims to investigate the effect of the Brain-Based Learning approach on the achievement and motivation of students in Anatomy and Physiology class. The sample group consists of the 10th grade students studying in the Health Services Secretariat field from two different trade schools in the Turkish Republic of Northern Cyprus (TRNC). Totally 38 students, 18 in experimental group, 17 in control group, participated in this research. Participants were randomly assigned to groups. The lessons of the experimental group were conducted by the researcher for 6 weeks (24 course hours) with a brain-based learning approach. The courses of the control group were also conducted by the researcher in accordance with the existing curriculum and the modular system. "Anatomy and Physiology Course Success Test" and "Anatomy and Physiology Course Attitude Scale" developed by the researcher were used as data collection tools. The data collected were analysed with independent (unrelated) t-test, dependent (related) group t-test, and using frequency and percentage procedures to compare the groups’ scores. The findings of the study revealed that the Brain-Based Learning approach used in the experimental group was more effective in increasing student achievement, attitude and motivation of students towards anatomy and physiology lessons than the current curriculum methods used in the control group. It was identified that the difference between success and attitude post-test scores were also statistically significant in favour of the experimental group.
The Journal of International Social Research received 7760 citations as per Google Scholar report
