The Effects of Brain-Based Instructional Strategies on Third Grade Vocabulary Retention

Abstract

The purpose of this study was to determine whether the use of brain-based instructional strategies would positively impact third graders’ vocabulary acquisition. Brain-theorists propose that using physical movement during instruction engages the brain and allows for optimal learning to occur. Although this theory is widely supported in the field of brain-based education, there is little empirical evidence to support the use of movement to improve vocabulary retention. To examine the effectiveness of the brain-based strategy of movement, this study utilized a pre-test/post-test design. A sample of 9 third-grade students received traditional vocabulary instruction and was pre-tested. The same group of students then participated in a Brain Gym exercise prior to vocabulary instruction and was post-tested. The t-test results revealed a statistically significant difference between student performance on the pre-test and the post-test. This indicates that incorporating movement prior to vocabulary instruction is beneficial in improving student vocabulary acquisition. Therefore, the researcher concluded that brain-based instructional strategies have a positive impact on vocabulary learning.