Introduction: Brain-based learning is a new and exciting model that has attracted the attention of many researchers in the last two decades due to the challenges in the teaching and learning process in the classroom. Based on this, the present study was conducted with the aim of investigating the effect of brain-based learning in a blended learning environment on self-regulation learning strategies, academic self-efficacy and academic engagement of elementary students in mathematics.
Methodology: This study was conducted with a semi-experimental method with pre-test and post-test stages and experimental and control groups. The statistical population of all 6th grade female students of public schools in Babolsar City in the academic year 1403-1402, which were assigned by simple random method, 40 people in two experimental groups (15 people) and control group (15 people). The measurement tools were self-regulated learning strategies of Bouffard et al. (1995), academic self-efficacy of Jink and Morgan (1999) and academic engagement of Zarang (2011). In order to analyze the data, descriptive tests such as mean, standard deviation and multivariate covariance analysis were used.
Findings: The findings showed that all the multivariate tests indicated the significance of the variance of the interaction factor of the group and the repeated factor; the value of the Pillai effect is equal to 0.74, which (F2,37=52.62 P<.01) according to The effect size was 0.74. It was found that brain-centered learning sessions in a blended learning environment have an effect on self-regulation learning strategies, academic self-efficacy and academic engagement of students in math lessons.
Conclusion: Brain-centered learning in a blended learning environment is one of the effective ways to increase self-regulation learning strategies, academic self-efficacy and academic engagement of elementary students in mathematics.