Document Type : Original Article

Authors

• hamidreza kamali ardakani ¹
• Seyed Mahdi Moafi Madani ²
• Zahra Salimi Ebrahimabadi ³

¹ Department of higher education administration, Arda.C., Islamic Azad University, Ardakan, Iran

² Department of Management, Hi.C., Islamic Azad University, Hidaj, Iran.

³ Department of Education, Ashkezar, Iran

Abstract

This study aimed to investigate the impact of brain-based mathematics instruction on the mathematical self-concept and academic emotions of fifth-grade students. Adopting a quasi-experimental pretest-posttest design with a control group, the study targeted a population of 1,230 fifth-grade students in Ashkezar during the 2023–2024 academic year.Adopting a quasi-experimental design with pre-test, post-test, and a control group, the study targeted a population of 1230 fifth-graders in Ashkezar during the 2023-2024 academic year.  Using convenience sampling, 40 students were selected and were randomly assigned to experimental (n=20) and control (n=20) groups. Through convenience sampling, 40 students were selected and randomly assigned to experimental (n=20) and control (n=20) groups. Data collection utilized Pekrun et al.'s (2005) Academic Emotions Questionnaire and Marsh's (2004) Mathematical Self-Concept Scale. Data collection utilized the Pekrun et al. (2005) Academic Emotions Questionnaire and the Marsh (2004) Mathematical Self-Concept Scale. The experimental group received an eight-session (90 minutes each) educational intervention based on Caine et al.'s (2005) twelve principles of brain-based learning. Data were analyzed using multivariate and univariate analysis of covariance (MANCOVA/ANCOVA) via SPSS 26.
 Results indicated that brain-based instruction significantly improved mathematical self-concept (p < 0.001), with substantial increases in mathematical interest (η²=0.53) and perceived mathematical ability (η²=0.55). Furthermore, the intervention significantly influenced academic emotions: positive emotions—enjoyment (η²=0.49), hope (η²=0.36), and pride (η²=0.20)—increased, while negative emotions—anxiety (η²=0.48), shame (η²=0.63), anger (η²=0.51), hopelessness (η²=0.39), and fatigue (η²=0.42)—decreased. The effect sizes (0.20 to 0.63) suggest a moderate to very large impact of the intervention. In conclusion, brain-based mathematics instruction, by fostering a safe, enriched, and collaborative environment aligned with natural brain function, represents an effective approach for simultaneously enhancing mathematical self-concept and regulating academic emotions in elementary students.

Keywords

• Mathematics Instruction
• Brain-Based Method
• Self-Concept
• Academic Emotions
• Students

Main Subjects

• ارزشیابی آموزشی