The Impact of Using brain-based learning in science achievement and self-efficacy among seventh grade`s students

Abstract

The aim of this study is to investigate the impact of using brain–based learning on the achievement of the 7th grade student in science, as well as their self-efficacy. In order to achieve this, the researchers prepared a test to assess the achievement of the sample members in the science subject, and a measurement tool to evaluate their self- competence. The sample members were chosen randomly from one of Irbid schools the study sample consisted of (88) female students, divided equally into two classes (an experimental group was taught in the brain-based learning method, control group was taught in the usual method). The results of the study revealed statically significant differences between the two arithmetical averages for the performance of the two groups of study in the achievement test and in their evaluation at the measurement of self-efficacy to the performance of the experimental group members. Moreover, the study obviously revealed a strong correlative and direct relationship between the academic achievements and the students’ self-efficacy. The study recommended the implementation of the brain-based learning strategy in teaching and learning methods of the subject of science.