Comparison of the Effectiveness of Brain-Based Learning and Self-Regulation Strategies on the Academic Achievement of Students with Specific Learning Disabilities

Abstract

This study aims to compare the effectiveness of two educational approaches: brain-based learning and self-regulation strategies, on the academic achievement of students with specific learning disabilities. The current research was conducted using a quasi-experimental method with a pre-test and post-test design and a control group. The statistical population consisted of elementary school students with specific learning disabilities who were randomly assigned to three groups (brain-based learning, self-regulation strategies, and control group). Data collection instruments included questionnaires and standardized academic achievement tests. The findings indicated that both educational interventions significantly improved the academic achievement of students with learning disabilities. The results suggest that both learning approaches can serve as effective tools for enhancing the academic and cognitive capabilities of students with specific learning disabilities. The combination of these two approaches could provide a comprehensive framework for improving learning and cognitive development in these students and contribute to enhancing the quality of education in contemporary educational systems.