Shenakht Journal of Psychology & Psychiatry

Introduction: Reading is one of the essential educational needs of students. Two key factors that influence reading are reading attitude and reading motivation. One of the innovative approaches to teaching and learning is brain-based learning, which aligns with the brain’s natural design.
Aim: The study investigates the impact of brain-based learning instruction on reading attitude and reading motivation among fourth grade elementary students.
Method: This study employed a quasi-experimental design with pre-test and post-test measures, including an experimental group and a control group with a two-month follow-up period. The statistical population consisted of all fourth-grade male elementary students in Khomeinishahr city during the 2023–2024 academic year. From this population, 30 eligible students were selected using a multi-stage cluster sampling method and randomly assigned to either the experimental or control group. The experimental group received brain-based learning instruction. At the end of the intervention, both groups were reassessed using McKenna & Kear Reading Attitude Survey and the Wigfield & Guthrie Reading Motivation Questionnaire. The data were analyzed using SPSS version 27 through repeated-measures analysis of variance (ANOVA).
Results: Brain-based learning instruction led to an increase in the average scores of reading attitude (Eta=0.83, P<0.001, F=138.908) and reading motivation (Eta=0.94, P<0.001, F=462.87) among the students.
Conclusion: Based on the findings, brain-based learning instruction appears to be effective in improving reading attitude and reading motivation among fourth-grade students in Khomeinishahr. It is recommended that this approach be implemented in schools to enhance students' reading attitude and motivation