Investigate the effectiveness of brain-based teaching-learning strategy on cognitive flexibility and academic enthusiasm of students with specific learning disabilities

Mohsen, Hebeh; Essazadeghan, Ali

doi:10.22098/jld.2026.19551.2322

Investigate the effectiveness of brain-based teaching-learning strategy on cognitive flexibility and academic enthusiasm of students with specific learning disabilities

Articles in Press

Document Type : Research Paper

Authors

Hebeh Mohsen ¹
Ali Essazadeghan ²

¹ PhD student in psychology, Department of Psychology, Urmia University, Urmia, Iran

² Professor, Department of Psychology, Urmia University, Urmia, Iran

10.22098/jld.2026.19551.2322

Abstract

Objective: The present study aimed to investigate the effectiveness of brain-based teaching-learning strategy on cognitive flexibility and academic enthusiasm of students with specific learning disabilities.
Methods: The research method of the present study, considering its subject, was a quasi-experimental pre-test-post-test type with a control group. The statistical population of the present study included all sixth grade students with specific learning disabilities in Babul city in the academic year 2026. The statistical sample of the study included 40 students with specific learning disabilities who were selected using the available sampling method and based on the inclusion and exclusion criteria and randomly assigned to two experimental groups (20 people) and control (20 people). Were used to collect data the cognitive flexibility questionnaire of Dennis et al. (2010) and the academic enthusiasm questionnaire of Fredericks et al. (2004). The experimental group underwent intervention with Florida Brain-Centered Teaching-Learning Strategies (2016) during 18 2-hour sessions, 2 sessions per week.
Findings: The results of multivariate analysis of variance showed that there was a statistically significant difference between the experimental and control groups in cognitive flexibility and academic enthusiasm. So that the average of the experimental group in cognitive flexibility and academic enthusiasm was significantly higher than the control group (P<0.001).
Conclusion: The findings of this study provide useful information regarding the intervention of brain-centered teaching-learning strategies, and counselors and psychologists can use this intervention to improve cognitive flexibility and academic enthusiasm of students with specific learning disabilities.

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