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This study examines the impact of English instruction designed with Brain Based Learning Theory (BBL) on students’ academic achievement. An experimental pretest–posttest control group model was applied with 45 students from Bohşin Secondary School. Computer-based materials were used for data analysis, and independent t-tests and ANCOVA were conducted. 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Personal characteristics of learners and environmental conditions will increase efficiency by using the most appropriate teaching methods and techniques according to subject 's structure. With traditional teaching methods, it is not likely to realize aims suitable for equipment required by age. For these reasons, the curriculum updated emphasizes on approaches that centers on the students. In this research, Brain Based Learning Theory (BBL) is one of the approaches with students asthe focus. The aim of the research is to determine the effect of English course taught according to BBL Theory on students' academic achievement. In this research, an experimental model of the pre-and posttest control group was conducted. The research sample is made up of forty-five (45) students that study in Bohşin Secondary School in Hatay province. Methods based on BBL Theory in the experiment class and traditional teaching methods in the control group were conducted. Computer packet program was used in analyzing data's reached in the research. Statistically independent samples t-tests and Covariance (ANCOVA) analysis was conducted. As a result of the research, English lessons teaching based on the BBL Theory (Experiment Class) as against traditional teaching methods (Control Class) significantly increased academic achievement. To spread new methods and approaches, it is suggested to increase theresearches to be conducted in English teaching according to BBL Theory.\u003Cbr>Keywords: Brain based learning theory, English teaching, academic achievement, permanent learning. |\n| --- |\n| *Corresponding author. E-mail: [pinar_akman01@hotmail.com. Tel:](pinar_akman01@hotmail.com. Tel:) 90-553-980-4867. |\n\nINTRODUCTION  \nInnovations that have emerged in the fields of science and technology together with modernization both deeply affect and transform individual and society. In this process, technological advances have become the basis of social metamorphosis. It is inevitable for people to have sufficient equipment both in producing, knowing, and transferring knowledge to life, and using technology to keep up with the present era. At this point, the importance of education cannot be denied if people absorb innovations and adapt to changes (Duman, 2008; Schreglmann and Karakuş, 2017) .  \nLearning is a lifelong process. It seems impossible to reach the target of timely equipment with traditional  \nteaching methods. Lessons taught with traditional teaching methods are teacher-centered, and this causes students to be unable to actively participate and attain high-level learning. Therefore, between 2004 and 2005, new methods in Turkey have started to emerge as an alternative. Traditional teaching methods have been replaced by new methods, such as constructivism, critical thinking, multiple intelligences, and brain based learning (Akınoğlu, 2005; Demir, 2016) . Through these new methods, it is aimed that students discover information and form their own learning styles. Learning is an important issue that people think and question every period. Thinkers and scientists seeking an answer to the  \nquestion of how to learn effectively and sustainably from past to present have created various learning theories (Duman and Aybek, 2003; Polat, 2014) . There is no doubt that different theoretical methods will start from their point of view when defining the concept of learning","cbCaioaezrYnmDY0","https://ap.wps.com/l/cbCaioaezrYnmDY0","pdf",187695,"English","# Abstract\n# Introduction\n## Learning and teaching approaches\n## Learning theories overview\n## Brain Based Learning Theory (BBL)","[{\"question\":\"What is the purpose of the research?\",\"answer\":\"To determine the effect of an English course taught according to Brain Based Learning Theory (BBL) on students’ academic achievement.\"},{\"question\":\"How was the study designed and who participated?\",\"answer\":\"It used a pretest–posttest control group experimental model with 45 students from Bohşin Secondary School in Hatay province.\"},{\"question\":\"What methods were used to analyze the data?\",\"answer\":\"The study applied independent samples t-tests and ANCOVA (Covariance) analysis, using data analyzed with a computer package program.\"},{\"question\":\"What conclusion did the research reach about BBL-based English teaching?\",\"answer\":\"English lessons based on BBL in the experiment class significantly increased academic achievement compared with traditional methods in the control class.\"}]","African Educational Research Journal - Special Issue 8(2) - Full Length Research Paper - The Effect of English Teaching Based on Brain Based Learning Theory (BBL) on Academic Achievement | PDF",1792070811,15]