A strategy based on brain-based learning in teaching morphology rules to develop conceptual understanding and attitudes towards it for third year middle school students

This study aimed to use a strategy based on brain-based learning in teaching the Arabic language to third-year middle school girls, and to measure its impact in developing their deep understanding of morphological rules, where the existing experimental method was used, a quasi-experimental design with two groups: the control group, which consisted of (28) A female student studied with the usual treatment, and the experimental group, which consisted of (28) female students, studied using a strategy based on brain-based learning.

A list of the necessary morphological concepts was prepared, and a test was prepared to measure the students’ deep understanding of those concepts, and then they were applied beforehand. To ensure the equality of the two groups in the measured variable, then the experimental treatment material was applied, and then the deep understanding test was applied post-hoc to the students of the control and experimental groups. It was found that there was a statistically significant difference at the level of (5,) between the average scores of the control and experimental group students in the post-measurement test for deep understanding of morphological concepts as a whole, and its sub-levels individually in favor of the experimental group. The study concluded by presenting a number of recommendations and proposed research.