The Effect of Brain-Based Learning on Academic Achievement and Long- Term Memory Biology

The purpose of this study was to study the effect of brain-based learning on academic achievement and the longevity of biology content in the long-term memory of eleventh-grade students of experimental sciences.

This research has been determined in terms of practical purpose and quasi-experimental method with pre-test and post-test design. The statistical population includes all secondary school students in Anbarabad in the academic year 1397-98, of which 137 were boys and girls. The subjects were 46 people who were randomly selected in two groups of control and experimental (23 students each). The training environment was determined based on brain-based components (light, water, food, oxygen, music, and color) in the experimental group. The measurement tool was a researcher-made test that pre-tests and post-tests were performed for both control and experimental groups on the subject of biology (reproduction). Also, in order to determine the retention of the content, a joint test was taken from the two groups after two months. Formal, content, and criterion validity were used for the validity of the tests and Kuder-Richardson test was used for the reliability of the tests.

The data were analyzed based on descriptive statistics (mean determination, standard deviation, etc.) and inferential statistics of one-way analysis of variance ANOVA (difference between the two groups).

The results indicate that there is a significant difference between the traditional method and brain-based learning in academic achievement and the retention rate of students' biology lessons.