Document Type : Original Article
Authors
1
Ph.D. Student, Department of Psychology, Islamic Azad University, Ardebil Branch, Ardebil, Iran
2
Professor, Department of Psychology, Faculty of Educational Science and Psychology, University of Tabriz, Tabriz, Iran
3
Assistant Professor, Department of Psychology, Islamic Azad University, Ardebil Branch, Ardebil, Iran
Abstract
The present study aimed to determine the effectiveness of brain-based learning training in the cognitive and emotional outcomes of learning in student tutors. This research was conducted with a quasi-experimental design with pre-test-post-test and a control group. Using cluster sampling, two classes were selected from the student tutor population of Ardabil male training centers in the academic year of 2021-2022. One of the classes was considered as the experimental group and the other class as the control group. Brain-based learning package was implemented for the experimental group during 10 sessions of 60 minutes, and the control group received no intervention. In the two stages of pre-test and post-test, the dependent variables were measured using Pekran's academic excitement questionnaire, Harter's academic motivation, Frederick's academic enthusiasm, cognitive ability test and researcher-made English language academic performance test. Data analysis using multivariate analysis of covariance showed that brain-based learning training had significant effects on academic emotions (F = 147.08, p < 0.05,), academic motivation (p < 0.05, F = 142.72), academic enthusiasm (F = 127.38, p < 0.05,), cognitive ability (F = 177.31, p < 0.05,) and academic performance (F = 10.54, p < 0.05). Consequently, it can be concluded that brain-based learning improves the cognitive and emotional outputs of learners
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