1. The Impact of Brain Based Learning and Traditional Teaching Methods on the Learning Styles of Students
Name: Keerstin L. Harrington
Course: EDUC 8751 Data-Driven Instruction and Assessment

2. Problem Statement
Brain-based learning (BBL) is a non-conventional teaching method that focuses on 12 principal attributes of brain functions. The field of education now recognizes the importance of understanding the students have personal learning styles that traditional teaching methods may not be tailored for. The study investigates the long term comparative study of students who receive instruction with BBL methods and students who receive instruction with traditional teaching methods.

3. References
Aziz-Ur-Rehman, Bokhari, Maqsood Alam. (July 2011). Effectiveness of brain-based learning theory at secondary level. International Journal of Academic Research, 3(4),
Summary: This quantitative experimental research study investigates the difference in academic learning when one group is taught with conventional teaching methods and one group of students is taught with BBL teaching
Duman, B. (2010). The effects of brain-based learning on the academic achievement of students with different learning styles. Educational Sciences; Theory & Practice, 10(4),
Summary: This quantitative descriptive- survey research study investigated how BBL strategies impacted the learning of students and their various learning styles
Wimes, B., Harrington, L., Kohler-Evans, P., & Sumpter, D. (2008). Coming to our senses: Incorporating brain-research finding into classroom instruction. Education, 128(4),
Summary: This journal article investigates the results of a classroom climate that has implemented instruction that includes BBL methods. This article also provides numerous prior research studies and theorists that support the BBL theory.

4. Purpose of Study
The purpose of this study was to compare the long term attributes of students who were provided education based on BBL teaching methods with those students who were provided education based on traditional methods; to pattern the various components of brain function during lessons by each method; analyze classroom assessment and standardized test scores for variance in data.

5. Questions Guiding the Study
#1: Were the benefits of implementing BBL teaching methods superior, inferior, or neutral than the implementation of traditional teaching method?
#2: How do educators, parents and students feel about the teaching method implemented?

6. Research Design
The research design selected for this study was the qualitative grounded theory. This design was selected based on the cohesiveness with the grounded theory data collection and the structure of the BBL study. The grounded theory research method focuses on building theory (such as BBL strategies providing an education that is tailored for the various learning styles of students in comparison with traditional teaching methods) which differentiates from other qualitative studies.
In addition, “grounded theory is a particularly useful for addressing questions about process, that is, how something changes over time” (Merriam, 2009, p.30). This study investigates the process of implementing BBL teaching methods and traditional teaching methods through a significant amount of time.
Lastly, “grounded theories are practical theories that are designed to be used in the context of the field studies as well as in other similar settings” (Lodico, Spaulding, Voegtle, 2010, p.27). Investigating both teaching methods directly applies to the field of study which in this case is the field of education

7. Data Collection Methods
With the use of the grounded theory method of study, the researcher is provided an opportunity to collect data in a variety of ways. Merriam (2009) state: “data in grounded theory studies can come from interviews, observations, and a variety of documenting materials” (p.30). These methods of collecting data are the exact measures that will be used in the study.
Interviews will be conducted with parents and students, educators and possibly administration. Observations will be conducted within the classroom environment and professional meetings throughout the study to document activities, lessons, or other opportunities. Documentary materials for this study include classroom assignments, tests, and standardized assessments for the monitoring and analyzing of the learning process.

8. Data Analysis
“Grounded theory researchers have refined the process of analyzing qualitative data and use the term constant comparison to describe this sophisticated method of data analysis. Constant comparison is a procedure where the researcher compares the component of the data with other components of data to determine similarities and differences (Lodico et. al., 2010, p.272).
This method of analyzing data will occur throughout the entire data collection process. Constant comparison throughout this study will be an essential component to monitoring and assessing the learning dynamic within the environment. Such comparison standards are grouped on similar dimension (Merriam, 2009). For example both traditional and BBL methods groups will conduct lessons based on the same topic. These lessons will be observed and compared on similarities, differences, assessment scores, and student engagement.

9. Validity Techniques
Validity is one of the major components of research. In this study one example of validity is triangulation. Multiple data collection methods throughout the study promote valid conclusions (Merriam, 2009).
The second example of a validity strategy is adequate time dedicated to the collection of data (Merriam, 2009). This study will be a long-term study throughout the academic year.
Maximum variation will occur on the random sampling that will be conducted when selecting the research samples. Additionally, respondent validation will be implemented where the researcher will implore opinions from those participants of the interview.

10. References for PowerPoint
Merriam, S.B. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-Bass
Lodico, M.G., Spaulding, D.T., & Voegtle, K.H. (2010). Methods in educational research: From theory to practice. Danvers, MA: John Wiley & Sons, Inc.
I was not sure how we were supposed to cite the references used to support our methods of research, so I included an extra slide with the information.