Bridging Neuroscience and Pedagogy: Evaluating the Impact of Brain-Based Learning Strategies on Student Engagement and Achievement in Diverse Classrooms

Bridging Neuroscience and Pedagogy: Evaluating the Impact of Brain-Based Learning Strategies on Student Engagement and Achievement in Diverse Classrooms

JAWAD PARAYANGATTU

Research Scholar, NECU

Abstract

Recent developments in cognitive neuroscience have deepened our understanding of how brain learns, processes, and stores information. Brain-based learning (BBL) techniques, which are grounded in neuroscience, strive to enhance instructional practices by aligning them with brain’s natural functioning processes. This article evaluates the impact of BBL strategies on student engagement and academic achievement in diverse classrooms. Through a comprehensive review of empirical studies, we analyze the effectiveness of BBL techniques such as differentiated instruction, multisensory learning, metacognitive strategies, and emotional regulation in enhancing learning outcomes. The findings suggest that BBL approaches significantly improve student motivation, retention, and performance across varied educational settings. However, challenges such as teacher training, resource allocation, and cultural adaptability must be addressed for widespread implementation. The study concludes with recommendations for integrating neuroscience into pedagogical practices to foster inclusive and effective education.

Keywords: Brain-based learning, neuroscience, pedagogy, student engagement, academic achievement, diverse classrooms.