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Title: Brain Based Learning as A Determinant of Academic Stress Test Anxiety and Academic Performance in Struggling Learners
Researcher: Vyas, Karnica
Guide(s): Vashishtha, K.C.
Keywords: Social Sciences,Social Sciences General,Education and Educational Research
University: Dayalbagh Educational Institute
Completed Date: 2016
Abstract: newlineOur physical and emotional well-being is closely associated with the ability to think and learn efficiently. Emotionally stressful home or school environments hinder students attempts to learn. Classrooms and schools that create an atmosphere of safety and trust will improve student learning. When students find meaning and relevance in their learning experiences, their brains respond by successful information storage in long-term memory. With the advancement in science and technology, there is advancement in neuroscience as well. Brain-based learning is the results of those timely up-gradations in the field only. Teachers who utilize Brain-based strategies in the classroom to enhance their students performance are seemingly better able to positively impact learners on social, emotional and cognitive levels. What the research on Brain-based educational techniques seems to indicate is that teachers should continue to learn how to implement classroom techniques that support student s growth both socially and academically. In the resent study an attempt is made to deal the problems of Struggling Learners who falls in the cracks and crevices of education with the Brain-based learning. In this study the problem pertaining to Test-Anxiety, Academic Stress and Academic Performance of Struggling Learners was assessed and analysed by using Quasi experimental design, with a mixed method approach. Quantitative and Qualitative data were collected simultaneously for arriving at conclusion. Various Brain-based learning strategies along with several relaxation and cross-lateral exercises were employed on the struggling learners. Caine and Caine Brain/Mind learning principles (1991) amalgamated with Hardimann s Brain-targeted teaching unit was used to develop Brain-based learning lesson plan for the present study in order to harness the potentiality of these approaches to its fullest. Self-constructed tools were used for identifying Struggling learners and measuring their Academic stress, Test-anxiety and Academic Perfo
Appears in Departments:Department of Pedagogical Sciences

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02_certificate.pdf135.44 kBAdobe PDFView/Open
03_declaration.pdf101.66 kBAdobe PDFView/Open
04_abstract.pdf180.72 kBAdobe PDFView/Open
05_acknowledgement.pdf194.16 kBAdobe PDFView/Open
06_contents.pdf339.66 kBAdobe PDFView/Open
07_list_of_tables.pdf220.21 kBAdobe PDFView/Open
08_list_of_figures.pdf193.92 kBAdobe PDFView/Open
09_chapter1.pdf586.92 kBAdobe PDFView/Open
10_chapter2.pdf468.28 kBAdobe PDFView/Open
11_chapter3.pdf1.37 MBAdobe PDFView/Open
12_chapter4.pdf1.13 MBAdobe PDFView/Open
13_chapter5.pdf532.94 kBAdobe PDFView/Open
14_conclusion.pdf294.83 kBAdobe PDFView/Open
15_reference.pdf405.4 kBAdobe PDFView/Open
16_appendex.pdf2.69 MBAdobe PDFView/Open
17_summary.docx51.78 kBMicrosoft Word XMLView/Open

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