A case study on the effects of a brain-based learning environment on academic achievement. Attendance, discipline, and motivation, 2006

The purpose of this study was to examine the effects of a Brain-based Learning environment on academic achievement, attendance, discipline, and motivation. An additional purpose was to assess teacher perceptions of the Brain-based environment. The sample consisted of 39 teachers and 264 students whose Criterion Referenced Competency Test (CRCT) data were analyzed. Teachers were given the Teacher Perceptions Survey: A Case Study on the Effects of a Brain-Based Learning Environment on Academic Achievement, Attendance, Discipline, and Motivation. The instrument contained 25 statements to which respondents were asked to mark the degree to which they agree or disagree. The research found that teachers' perceptions of the learning environment were mostly positive. Teachers had higher levels of agreement with statements regarding Brain-based Learning, motivation, achievement and less agreement on discipline. School leaders believed that the brain-based learning environment positively impacted student achievement and success. Academic data revealed that students the treatment had a positive effect on all students but fifth graders had the highest level of significant difference. This indicates that maturity and consistency in receiving the treatment may show greater gain academically. Those partially treated and fully treated students at grades three and five had difference in mean score averages but the level of significant difference was not statistically relevant. The conclusion drawn suggests that the brain-based learning environment is good for all students. The identified school and other schools should expand this research to implement brain compatible strategies into all schools