Neurolearning and Academic Performance in Language and Literature of Basic Education Students

Abstract

This study examines the impact of neurolearning strategies on the academic performance of seventh-grade students in Language and Literature. Using a mixed research design that integrated quantitative data from surveys and qualitative insights from critical analysis, the study evaluated whether applying neuroscientific principles improves educational outcomes. The results showed a significant improvement in student performance, suggesting that neurolearning not only enhances academic performance but also provides a practical framework for educators. This study supports the integration of neuroeducational techniques into the curriculum and offers a foundation for future research in pedagogy and neuroeducation.