The effects of train composition with brain learning approach based on the Educational self-efficacy and written ability of students

Present study was conducted with the aim of the effects of teaching method of writing with brain-based learning on educational self-efficacy and written ability of female students in fifth grade of primary school. A quasi-experimental method with designing pre-test and post-test with unequal control group was used and to select the sample, the one-stage cluster sampling method was applied. The population of this study included all Esfarayen elementary school fifth grade female students in the academic year of 94-95 that their number was 483 people. The current sample consisted of 30 people who were randomly assigned to two experimental and control groups.
Findings: Examining and analyzing of obtained scores, using covariance analysis showed between written language of the control group and the experimental group as well as between academic self-efficacy of experimental and control group there is statistically significant difference. Accordingly, training writing with the method of brain-based learning was effective on written language of students. Therefore, it can then be concluded brain-based approach training had desirable effect and can be used practical.