Impact of Brain-Based Instructional Strategies on Achievement in Science of Elementary Level Students with different Learning Styles

This paper highlights the impact of Brain-based instructional strategies on achievement of science students having different types of learning styles. The study was conducted on an intact sample of 90 students. Both experimental and control group comprised 45 students. Students were classified according to their learning styles. Pre test on achievement in science was taken from both groups in order to equate them. After pre testing both the groups were taught similar topics in science for equal time duration. The experiential results revealed that students with accommodation and divergent learning styles scored better in science as compared to students with convergent and assimilation learning styles. However it was observed that there was an overall improvement in achievement of students with all the four learning styles viz. accommodation, assimilation, convergent and divergent learning styles.