The effects of train composition with brain learning approach based on the Educational self-efficacy and Skill ability 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 Saveh 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. At first, a pre-test was performed for the experimental and control, then the experimental group (brain-based group) were trained in eight sessions based on the principles of brain-based learning, Cayenne and Cayenne views (2005), and then after a week, the post-test was conducted for two group of experimental and control. To gather data, tests of academic self-efficacy of Morgan and Jenkins (1999) and written ability test of Englert (1990) were used, which their reliability and validity were confirmed. 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.