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ERIC Number: EJ1252903
Record Type: Journal
Publication Date: 2019-Apr
Pages: 6
Abstractor: As Provided
ISSN: EISSN-2325-775X
The Effects of Brain Based Learning Approach on Study Habits and Test Anxiety among First Year Preparatory School Students with Learning Disabilities
Nassar, Esam Gomaa Ahmed
International Journal of Psycho-Educational Sciences, v8 n1 p70-75 Apr 2019
The purpose of this study was to investigate the effects of brain-based learning approach on study habits and test anxiety among first year preparatory school students with learning disabilities. 60 students participated in the present study. Each student participant is of low achievement scores on one or more standardized tests or subtests within an academic domain (i.e., at least 1.5 standard deviations [SD] below the population mean for age. For collecting and analysing data, Study Habits Test, and Test Anxiety scale were employed. The program was designed based on the three basic fundamentals of brain-based learning, namely 'orchestrated immersion', 'relaxed alertness', and 'active processing'. The brain-based learning program was conducted to the whole class by their actual teacher during the actual lesson period for 8 weeks with 45-minute sessions conducted three times a week. The results of this study showed that the brain-based learning approach was effective in improving study habits and relieving test anxiety of students in experimental group, compared to the control group whose individuals did not receive such a training. Results, recommendations and conclusion were included and discussed.
London Academic Publishing. 27 Old Gloucester Street WC1N 3AX London, UK. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A