Application of brain-based learning theory for community college developmental English students: a case study

Abstract

This mixed method study examines the presumed effect of incorporating curriculum using brain-based principles for under-prepared community college students in their developmental English classes. For the study, the researcher and two other developmental English instructors designed and presented at least one brain-based lesson to developmental English classes. Semester gain scores on a writing sample, a survey of attitude towards writing, and a survey of comfort with the writing situation of the three brain-based classes were compared with those of four non-brain-based classes. All seven classes showed significant gains on the three measures with no significant difference between the two groups. The results are attributed to (1) college composition classes naturally using strategies consistent with brain-based theory, (2) two instructors approaching brain-based theory as novices, and (3) limited number of brain-based lessons. Three instructors and nine students were interviewed three times during the semester. Instructors spoke of their experiences with successful strategies and challenges in working with developmental English students and their challenges as well as their evaluation of the brain-based methods they employed. The students, who were not aware of the brain-based lessons, were asked to describe the best type of instruction for them and the effectiveness of the instruction for their English course. Strategies identified by faculty as effective were compatible with brain-based learning theory with the exception of the concepts related to actually physical brain function such as growth of dendrites with learning and destruction of brain cells in response to stress. Similar to the research, student responses suggested a nonreflective attitude toward their learning. While instructors encourage students to be active learners, students identified instructor explanation as their preferred delivery of content. Two themes emerged from the interviews. Faculty and students both were dealing with change: change of instructional method and in meeting the academic demands of college. The tensions between behavioral and constructivist learning theory and method as well as accountability issues in the developmental classroom imposed some instructional restrictions. Further research is recommended in methods relating the physiology of learning to classroom instruction as a way to take advantage of the brain's natural attention and memory systems.