Problem
With the introduction of a national curriculum, content standards, and federally mandated assessment; involuntarily teachers have adopted test-based teaching approaches in the classroom. Concurrently, researchers are celebrating brain-based learning because of breakthroughs in neuroscience and cognitive psychology and are promoting it as a watershed teaching opportunity. This has created a gap between research and practice, meaning that teachers’ ability to implement brain-based learning has been affected negatively.
Method
In a correlational design, a non-experimental quantitative study was conducted to examine a sample (N = 422) of teachers from K-12 schools within the United States public school system. The study adopted the analytical tool, Multiple Linear Regression, to analyze the null hypothesis that public-school teachers' gender, years of teaching experience, knowledge about brain-based learning, and perceptions of brain-based learning are not significant predictors of their implementation of brain-based learning practices in K-12 classrooms.
Results
The results showed that the prediction model was statistically significant, F (4, 417) = 258.569, p �� .001, and accounted for 71% of the variance of implementation of brain-based learning practices (R2 = .713, Adjusted R2 = .710). Implementation of brainbased learning practices was found to be significantly predicted by perception (β = .541, t = 10.623, sig. = .000) and by knowledge (β = .337, t = 6.586, sig. = .000), with perception predicting K-12 teachers’ implementation of brain-based learning practices in classroom 1.6 times more than knowledge. However, the results show that years of teaching experience and gender were not significant predictors of K-12 teachers’ implementation of brain-based learning practices in the classroom.
Conclusion
From this evidence, it was concluded that, in general, K-12 teachers will be more willing to implement brain-based learning practices in the classroom provided their perceptions and knowledge about it are improved. Another conclusion is that improving teachers’ perceptions and knowledge about brain-based learning, as opposed to emphasizing federally mandated test scores, are current motivating factors for improvements in teaching. Thus, in order to revamp teaching within K-12 public schools, reformers should seek to improve teachers’ perceptions and knowledge as necessary components of the implementation of brain-based learning processes with primary emphasis on teachers’ perception of brain-based learning practices.
","abstract_html":"<p>Problem</p> <p>With the introduction of a national curriculum, content standards, and federally mandated assessment; involuntarily teachers have adopted test-based teaching approaches in the classroom. Concurrently, researchers are celebrating brain-based learning because of breakthroughs in neuroscience and cognitive psychology and are promoting it as a watershed teaching opportunity. This has created a gap between research and practice, meaning that teachers’ ability to implement brain-based learning has been affected negatively.</p> <p>Method</p> <p>In a correlational design, a non-experimental quantitative study was conducted to examine a sample (N = 422) of teachers from K-12 schools within the United States public school system. The study adopted the analytical tool, Multiple Linear Regression, to analyze the null hypothesis that public-school teachers' gender, years of teaching experience, knowledge about brain-based learning, and perceptions of brain-based learning are not significant predictors of their implementation of brain-based learning practices in K-12 classrooms.</p> <p>Results</p> <p>The results showed that the prediction model was statistically significant, F (4, 417) = 258.569, p �� .001, and accounted for 71% of the variance of implementation of brain-based learning practices (R2 = .713, Adjusted R2 = .710). Implementation of brainbased learning practices was found to be significantly predicted by perception (β = .541, t = 10.623, sig. = .000) and by knowledge (β = .337, t = 6.586, sig. = .000), with perception predicting K-12 teachers’ implementation of brain-based learning practices in classroom 1.6 times more than knowledge. However, the results show that years of teaching experience and gender were not significant predictors of K-12 teachers’ implementation of brain-based learning practices in the classroom.</p> <p>Conclusion</p> <p>From this evidence, it was concluded that, in general, K-12 teachers will be more willing to implement brain-based learning practices in the classroom provided their perceptions and knowledge about it are improved. Another conclusion is that improving teachers’ perceptions and knowledge about brain-based learning, as opposed to emphasizing federally mandated test scores, are current motivating factors for improvements in teaching. Thus, in order to revamp teaching within K-12 public schools, reformers should seek to improve teachers’ perceptions and knowledge as necessary components of the implementation of brain-based learning processes with primary emphasis on teachers’ perception of brain-based learning practices.</p>","abstract_has_math":false,"creators":["Oduro-Bediako, Emmanuel"],"institution":null,"degree_name":"Doctor of Philosophy","degree_level":"Dissertation","degree_discipline":"Curriculum and Instruction PhD","degree_department":null,"school":null,"contributors":["Elvin Gabriel","Lee Davidson","Tevni Grajales"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-01-01T08:00:00Z","date_published":"2019-01-01T08:00:00Z","updated_at":"2026-07-24T00:53:24Z","subjects":["Public School Teachers","Learning","Teaching","Classroom","K-12","Education","Educational Psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.andrews.edu/dissertations/1689","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Elvin Gabriel","Lee Davidson","Tevni Grajales"]},{"key":"dc:creator","label":"Author","values":["Oduro-Bediako, Emmanuel"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2019-10-03T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum and Instruction PhD"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Public School Teachers","Learning","Teaching","Classroom","K-12","Education","Educational Psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.andrews.edu/dissertations/1689"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Problem
With the introduction of a national curriculum, content standards, and federally mandated assessment; involuntarily teachers have adopted test-based teaching approaches in the classroom. Concurrently, researchers are celebrating brain-based learning because of breakthroughs in neuroscience and cognitive psychology and are promoting it as a watershed teaching opportunity. This has created a gap between research and practice, meaning that teachers’ ability to implement brain-based learning has been affected negatively.
Method
In a correlational design, a non-experimental quantitative study was conducted to examine a sample (N = 422) of teachers from K-12 schools within the United States public school system. The study adopted the analytical tool, Multiple Linear Regression, to analyze the null hypothesis that public-school teachers' gender, years of teaching experience, knowledge about brain-based learning, and perceptions of brain-based learning are not significant predictors of their implementation of brain-based learning practices in K-12 classrooms.
Results
The results showed that the prediction model was statistically significant, F (4, 417) = 258.569, p �� .001, and accounted for 71% of the variance of implementation of brain-based learning practices (R2 = .713, Adjusted R2 = .710). Implementation of brainbased learning practices was found to be significantly predicted by perception (β = .541, t = 10.623, sig. = .000) and by knowledge (β = .337, t = 6.586, sig. = .000), with perception predicting K-12 teachers’ implementation of brain-based learning practices in classroom 1.6 times more than knowledge. However, the results show that years of teaching experience and gender were not significant predictors of K-12 teachers’ implementation of brain-based learning practices in the classroom.
Conclusion
From this evidence, it was concluded that, in general, K-12 teachers will be more willing to implement brain-based learning practices in the classroom provided their perceptions and knowledge about it are improved. Another conclusion is that improving teachers’ perceptions and knowledge about brain-based learning, as opposed to emphasizing federally mandated test scores, are current motivating factors for improvements in teaching. Thus, in order to revamp teaching within K-12 public schools, reformers should seek to improve teachers’ perceptions and knowledge as necessary components of the implementation of brain-based learning processes with primary emphasis on teachers’ perception of brain-based learning practices.
"]},{"key":"dc:title","label":"Title","values":["Public School Teachers' Gender, Years of Teaching Experience, Knowledge, and Perceptions as Predictors of Their Implementation of Brain-Based Learning Practices in K-12 Classrooms"]}]}],"canonical_facts":{"dc:contributor":["Elvin Gabriel","Lee Davidson","Tevni Grajales"],"dc:creator":["Oduro-Bediako, Emmanuel"],"dc:date.available":["2019-10-03T07:00:00Z"],"dc:description.abstract":["Problem
With the introduction of a national curriculum, content standards, and federally mandated assessment; involuntarily teachers have adopted test-based teaching approaches in the classroom. Concurrently, researchers are celebrating brain-based learning because of breakthroughs in neuroscience and cognitive psychology and are promoting it as a watershed teaching opportunity. This has created a gap between research and practice, meaning that teachers’ ability to implement brain-based learning has been affected negatively.
Method
In a correlational design, a non-experimental quantitative study was conducted to examine a sample (N = 422) of teachers from K-12 schools within the United States public school system. The study adopted the analytical tool, Multiple Linear Regression, to analyze the null hypothesis that public-school teachers' gender, years of teaching experience, knowledge about brain-based learning, and perceptions of brain-based learning are not significant predictors of their implementation of brain-based learning practices in K-12 classrooms.
Results
The results showed that the prediction model was statistically significant, F (4, 417) = 258.569, p �� .001, and accounted for 71% of the variance of implementation of brain-based learning practices (R2 = .713, Adjusted R2 = .710). Implementation of brainbased learning practices was found to be significantly predicted by perception (β = .541, t = 10.623, sig. = .000) and by knowledge (β = .337, t = 6.586, sig. = .000), with perception predicting K-12 teachers’ implementation of brain-based learning practices in classroom 1.6 times more than knowledge. However, the results show that years of teaching experience and gender were not significant predictors of K-12 teachers’ implementation of brain-based learning practices in the classroom.
Conclusion
From this evidence, it was concluded that, in general, K-12 teachers will be more willing to implement brain-based learning practices in the classroom provided their perceptions and knowledge about it are improved. Another conclusion is that improving teachers’ perceptions and knowledge about brain-based learning, as opposed to emphasizing federally mandated test scores, are current motivating factors for improvements in teaching. Thus, in order to revamp teaching within K-12 public schools, reformers should seek to improve teachers’ perceptions and knowledge as necessary components of the implementation of brain-based learning processes with primary emphasis on teachers’ perception of brain-based learning practices.
"],"dc:identifier":["https://digitalcommons.andrews.edu/dissertations/1689"],"dc:subject":["Public School Teachers","Learning","Teaching","Classroom","K-12","Education","Educational Psychology"],"dc:title":["Public School Teachers' Gender, Years of Teaching Experience, Knowledge, and Perceptions as Predictors of Their Implementation of Brain-Based Learning Practices in K-12 Classrooms"],"thesis:degree_discipline":["Curriculum and Instruction PhD"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Philosophy"]},"updated_at":"2026-07-24T00:53:24Z"}