M.ED. student's opinions about ‘how students learn’

Neuromyths exist in teachers which need to be rectified as early as possible because they reflect in their teaching practice and interfere with their effective teaching and consequently students learning. To ascertain opinions on how students learn and the prevalence of neuromyths in M.Ed. students at University College of Education, Osmania University, Hyderabad, a study was conducted. Fourteen students participated in the study. Seven female and seven male students responded to the questionnaire. Their combined average age is 32. The author teaches them Research Methods in Education. The tool consists of 32 items, of which 19 are generic assertions about the brain and 13 are neuromyths. Male respondents have more neuromyths than female respondents, according to the study's findings. They have seven of the thirteen neuromyths. Further, there is no difference in the opinion of male and female respondents regarding broad assertions about the brain.