The Effect of Brain-Based Learning on Iranian Students' Engagement in Online Environment with Different Learning Styles

In the current situation of the Covid-۱۹ pandemic in the world, the use of online classes, although already been used among students, educational decision-makers, policymakers, and politicians, has found a higher position. In the meantime, some countries have not only achieved their educational goals by using online education but have also been able to create new standards in education and use modern technologies to meet the educational needs of their students in this era. One of the common techniques in the Corona era is to use online platforms to form virtual classes. These classes despite the advancement of educational goals, also have some certain disadvantages. The strange, unfamiliar, and new context of interaction between the student and the teacher or students with each other and the unilateral nature of some classes, disrupt the process of student engagement in the class. One of the best ways to increase students' engagement in the classroom is to use brain-based learning (BBL) approach and strategies. This approach relies on learning related to brain processes and functions. The study group consists of thirty-eight ۷th to ۹th graders (both girls and boys) in one of the high schools in Mashhad, Iran who participated in the study. In the study, a pre-test-post-test experimental design was used. Students responded to the online learning engagement questionnaire and Kolb’s Experiential Learning Style questionnaire. The study showed that students' engagement applying the BBL approach and strategies used in the experimental group was enhanced more in the online environment than the traditional approach used in the control group. However, no significant difference was observed among the engagement levels of the experimental group of students with different learning styles.

کلیدواژه ها:

Covid-۱۹ ، Brain-Based Learning (BBL) ، Online Environment ، Students' Engagement ، Learning Styles