Fielding Graduate University
Research Poster Session at National Session 2011
Adult Professional Development: Can Brain-Based Teaching Strategies Increase Learning Effectiveness? -- Wendy Tilton, Student, School of Educational Leadership and Change
Brain-based teaching strategies, compared to facilitative student-centered teaching strategies, were employed with 62 real estate professionals in a quasi-mixed-methods study. Participants attended a 2-day proprietary real estate continuing education course.
Both the experimental and control groups received the same facilitative instruction, as required by the course provider. The experimental group received additional brain-based teaching interventions. Quantitative analysis using independent samples t tests revealed no differences between scores for the groups; however, a repeated-measures t test revealed improved scores from the pretest to the posttest for both groups.
Results of analyses of covariance indicated no differences between the groups. Demographic and lifestyle characteristics of participants showed no significant differences between the groups. Pearson correlations revealed no relationship between test scores and lifestyle characteristics. Post-course ratings and course and instructor evaluations revealed no differences between the groups. Post-course interviews with participants revealed the instructor’s influence on the learning experience and that the participants reported employing the new knowledge in their practice. It was concluded that the additional brain-based teaching interventions had no significant effect on participant outcomes; however, student-centered teaching techniques did result in significant learning.
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