The Effect of Brain-Based Learning on Students’ Academic Achievement and Achievement Emotions in Science Course

Brain-based learning is one of the approaches addressing the importance of emotions as much as senses in the learning process. the purpose of this study was to examine the effect of brain-based learning environment on elementary school students’ academic achievement and achievement emotions-enjoyment, anxiety, and boredom- in a science course. potential gender differences were also examined. the research was designed as a quasi-experimental control group design supported by qualitative data. the study was carried out in the properties of matter unit in the science course in the fall semester of 2015-2016 academic year with the participation of 68 fourth-grade students in two classes in a state primary school located in beykoz, istanbul. split-plot anova and content analysis were used for the analyses of the quantitative and the qualitative data. the results showed that there was a significant difference in the academic achievement levels of the students between groups, in favor of the experimental group. although, there was no significant difference in the enjoyment levels of the students in both groups, boredom and anxiety levels were significantly different in the negative direction, favoring the experimental group. in terms of gender differences in the experimental group, while there were no significant changes in boredom and anxiety levels of both genders, academic enjoyment levels significantly differed in the positive direction, favoring boys. elaborating this finding with the qualitative data showed that even though all students enjoyed the course, female students perceived the classroom environment irregular and preferred highly structured classroom environments, and, hence reported dislike for the present environment. male students, on the other hand, were found to be satisfied with the dynamic nature of the classroom environment. however, both male and female students reported that the learning environment was interaction-oriented, the teacher structured a positive classroom climate, and the tasks in the class were compelling but achievable at the same time. it was considered that these learning conditions may have prev nted the increase in students’ boredom and anxiety levels in the experimental group.