A Brain-Based Learning Strategy for Developing English Reading Comprehension of Primary Stage Pupils

Abstract

The purpose of this research was to investigate the effect of the brain-based learning strategy on primary pupils' reading comprehension skills. The participants of the research included 73 pupils who were randomly chosen from 5 th year primary pupils at Mohamed Hafez Primary School during the first term of the 2021–2022 academic year. They were divided into two groups: experimental (N = 37) and control (N = 36). The present research entailed a reading comprehension pre/posttest designed by the researcher. The experimental group received instruction using the proposed program based on a brain-based learning strategy for developing their reading comprehension skills. On the other hand, pupils in the control group received their regular instruction using the traditional method of teaching. The reading comprehension test was administered pre-and post the experiment. A paired sample t-test was conducted to compare the means of the pupils’ scores on the pre-and post-test. Results revealed a statistically significant difference in the mean scores of the experimental group between the pre-and post-test of reading comprehension skills in favor of the posttest. An independent sample t-test was conducted to compare the means of the control group and the experimental group. Results revealed a statistically significant difference between the mean scores of the control group and the experimental group in the reading comprehension post-test in favor of the experimental group. Accordingly, it was found that pupils in the experimental group have developed their reading comprehension skills as a result of using Brain-based learning instruction. It was concluded that the program based on a brain-based learning strategy, developed the 5 th primary pupils’ level of reading comprehension skills.