The Effects of Brain-Based Learning Approach on Study Habits and Test Anxiety among First-Year Preparatory School Students with Learning Disabilities

Main Article Content

Esam Gomaa Ahmed Nassar


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 the experimental group, compared to the control group whose individuals did not receive such training. Results, recommendations and conclusion were included and discussed.

Article Details

How to Cite
Nassar, Esam. 2019. “The Effects of Brain-Based Learning Approach on Study Habits and Test Anxiety Among First-Year Preparatory School Students With Learning Disabilities”. International Journal of Psycho-Educational Sciences 8 (1), 70-75.
Author Biography

Esam Gomaa Ahmed Nassar, University of Sadat City, Egypt

Assistant Professor of Educational Psychology, College of Education