Quantitative Investigation into Professional Development, Awareness of Neuromyths, General Knowledge about the Brain and Learning, and Evidence Based Practices in Higher Education

Abstract

At no time in history has professional development been more important. National disruptions from the COVID-19 pandemic and shifting student demographics have continued to impact higher education forcing institutions to reexamine traditional teaching and learning models and established norms. This study is the first phase of a two-year explanatory sequential mixed methods project that examines the types of professional development attended during and after the pandemic. The study used descriptive statistics to identify strategies, principles, and practices being applied to support learning. This study reports on participants’ level of awareness of neuromyths, general knowledge about the brain, knowledge about the brain and learning, and evidence-based practices among instructors, instructional designers, and professional development administrators. The study compared mean percentages of accurate responses between groups and factors associated with awareness using Analysis of Variance (ANOVA) and post-hoc statistical tests. The study also reports on participants’ perceived value and interest in learning more about scientific knowledge about the brain. The results revealed opportunities to increase awareness about neuromyths, and indicated high levels of awareness of general knowledge about the brain, knowledge about the brain and learning, and evidence-based practices. The results showed that participants were highly interested in learning more about scientific knowledge about the brain. This study provides critical insights into professional development, identifying opportunities for enhanced awareness and transformative educational practices.