The effect of brain-based teaching-learning strategies on social competence of first grade of elementary school students in Isfahan city

The present study has determined the effect of brain-based teaching-learning strategies on the social competence of first grade of elementary school students. The research method was semi-experimental design with pre-test, post-test and testimonial and control groups. The statistical population of this study was the first grade students of Isfahan. The intervention protocol in this study included 18 strategies for brain-based teaching-learning on the university of Florida brain-based teaching-learning strategies (2016). To collect data the social competence questionnaire of Cohen and Rasman (1972) with 44 questions. In order to analyze the data, descriptive statistical methods and inferential statistical methods (ANOVA analysis of covariance tests) were used by SPSS. The results showed that brain-based teaching-learning strategies have a significant effect on students' social competencies (P <0.01). Brain-based teaching-learning strategies do not have a significant effect on students 'social competencies based on parents' education, mother's employment or not, and family economic class (P <0.05).