Neurocognitive Foundations of Brain-Based Learning Strategies in Indian Teacher Education Programs

The present study examines the neurocognitive foundations of brain-based learning strategies in Indian teacher education programs and their influence on learning outcomes among B.Ed. trainees. Brain-based learning is grounded in neuroscience and focuses on how the human brain naturally processes information through attention, emotion, interaction, and experience-based learning. The main objectives of the study were to examine the effectiveness of brain-based learning strategies on academic achievement, cognitive skills, and teaching competency among teacher trainees. A quasi-experimental design was adopted with a sample of 60 B.Ed. trainees selected from two teacher education colleges in Kerala. The sample was divided into an experimental group (30) and a control group (30). The experimental group was taught using structured neurocognitive learning strategies, while the control group followed traditional lecture-based instruction. Pre-test and post-test data were collected using an achievement test and cognitive skill assessment tool. Statistical techniques such as mean, standard deviation, and t-test were used for analysis. The findings revealed that the experimental group performed significantly better than the control group in academic achievement, cognitive development, and teaching competency. The study concludes that brain-based learning strategies are highly effective and should be integrated into teacher education programs in India.