a case study of the effect of brain-based learning strategies on the language achievement level of the pre-k students
The purpose of this study is to determine the effectiveness of implementing brain-based learning strategies on pre-k students’ English language achievement. The study investigates the type and frequency of occurrence of the brain-base instructional strategies implemented in the pre-k classrooms in a private school in Lebanon. The study also examines the teachers’ proficiency level and perceptions regarding brain-based learning. The study was conducted in a Primary Years Program, PYP, preschool. Six KG1 teachers and 80 KG1 students participated in the study which extended over a whole academic year. A mixed method research design was employed to address the research questions under investigation. A questionnaire of 50 statements related brain-based instructional strategies was developed to identify the type and the frequency of brain-based instructional strategies implemented in the classrooms, in addition to the teachers’ knowledge and perspectives. Direct observations and interviews were conducted to collect data and ensure reliability. The PYP Language Continuums were used to assess the students’ language achievement. The results of the students’ achievement after the intervention were compared with the results of the students from the previous year, prior to the intervention. The results showed that after the intervention a significant increase in the students’ oral, visual, and written English language achievement was attained. They also showed that teachers are frequently implementing all brain-based instructional. Likewise, the teachers were found to be well-informed and knowledgeable of brain-based learning and teaching. Three major conclusions were generated. The first is related to the importance of teacher’s knowledge of brain-based learning to design instructional strategies that promote students’ language achievement. The second conclusion is that teachers who received professional development related to brain-based learning are able to implement instructional strategies that match the way the brain learns. The third conclusion is that implementing these strategies increases students’ learning and performance. (Author's abstract)