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INTRODUCTION
on different classroom instructions based upon how the brain gathers and stores
knowledge. It is understood that the quality and effectiveness of classroom instruction are
imperative to lessen problems associated to teaching and learning science. Thus, it is the
role of the teacher to look for a classroom instruction that would address this need.
Science education envisions to develop scientific literacy among students that will
prepare them to be informed and participative citizens who are able to make judgments
and decisions regarding applications of scientific knowledge that may have social, health,
or environmental impacts.
(UNESCO), learning in science could be more effective when science is taught and
learned in contexts in which students can make links between their existing knowledge,
the classroom experiences, and the science to be learnt. The students are engaged in
thinking about the science they are learning during the learning tasks and students’
content knowledge, procedural knowledge, and knowledge about the nature and
characteristics of scientific practice are developed together, not separately and the
students are engaged in thinking about their own and others’ thinking.
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Science education improvement should focus on the development of the
fundamental knowledge domains and that effective instructional provisions, including the
strategies necessary for problem solution, vary with scientific domain (Clavero, 2015).
among students that will prepare them to be informed and participative citizens who are
able to make judgments and decisions regarding applications of scientific knowledge that
may have social, health, or environmental impacts. It recognizes the place of science and
technology in everyday human affairs. Further, it integrates science and technology in the
civic, personal, social, economic, and the values and ethical aspects of life. It also
function to promote a strong link between science and technology, including indigenous
emphasis on the use of evidence in constructing explanations. Concepts and skills in Life
Sciences, Physics, Chemistry, and Earth Sciences are presented with increasing levels of
demonstrate understanding of basic science concepts, applies science process skills, and
exhibits scientific attitudes and values to solve problems critically, innovate beneficial
products, protect the environment and conserve resources, enhance the integrity and
wellness of people, and make informed and unbiased decisions about social issues that
In connection, science teachers can control the environment during the learning
process through observation and maintaining the active involvement and enthusiasm of
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the learners is important consideration to sustain the cooperative learning approach and
attain necessary course outcomes. Everyone is being held accountable and socially
responsible to any consequence that would occur in the team. Making them aware of their
contribution to the attainment of the goal would provide better understanding of what to
instruction to his students through selecting appropriate teaching aids, approaches and
strategies for his learners. Indeed, the DepEd K-12 Curriculum Guide for science spells
out that the science standard aims for the learners to demonstrate understanding of basic
science concepts, apply science process skills, and exhibit scientific attitudes and values
2014). A result from the Third International Math and Science Study (TIMMS) shows
that Philippines have low functional literacy in science. In the 2003 TIMSS, Phillipines
ranked 23rd out of 25 countries both in Grade IV Math and Science and ranked 43rd out
of 46 countries in High School Science. In 2008, the TIMSS Advanced, we ranked 10th
out of 10 countries who participated. Indeed, there is no question about the country’s
have proposed several interventions and strategies. TIMMS is the first worldwide search
Magno (2011), one contributory factor in Filipino students’ low academic performance is
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the limited specification on how instruction is delivered and the strategies used in the
performance in the recent National Achievement Test Result (NAT), the mean score in
science is so low at 29.22%. Even the quarterly examinations result reveals that students
performance in science is consistently low at 51.42%. The results are far and below the
criterion target set by the Philippine government which is 75%. This figures urgently
lessons.
Moreover, students are observed to be inattentive and passive in class. These are
considered some of the factors that attribute to the difficulties and inattentiveness of
students. These difficulties can be traced due to the nature of the subject itself and
inability of the students to grasp and understand concepts. Moreover, in an interview with
some students, it was found out that they encounter difficulties in coping up with the
subject and that they eventually lose interest. Due to such reason, they cannot participate
actively in class discussion but instead doing other untoward activities that lead to
disruption of classes. Most students are disruptive, most especially during class
discussion. The writer tried other teaching styles yet he could not get 100% attentiveness
in the class. In this connection, it is imperative that this problem be given a solution.
Furthermore, traditional learning environment makes students passive learners that only
The poor performance observed in the field of Science and Mathematics led the
national government to finally enact reforms in the educational system leading to the
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introduction of the new curriculum, the “Enhanced Basic Education Curriculum” which
is popularly known as the K-12 Curriculum. The problems with academic achievement
made educational reforms that transformed schools from the idealistic teacher-centered
field of Science. RA 10533 (Enhanced Basic Education Act of 2013) Section 5 requires
with these change in perspective, the focus on knowledge gained shifted to skill
localize, indigenize, and enhance the same based on their respective educational and
social contexts.
One strategy that can help enhance the performance of students in science is
neuroscience, the theory comes from studies of how the brain works function by
neuroscience It is based on the structure and function of the brain as Piaget said that
Students are instructed through tools that engage their brains in thinking processes
that promote generation of new thoughts into visual images, emotion, movement, and
other sensory areas of the brain. Memory is not stored in a single area of the brain.
Recalling information means reconstructing it from each sensory area of the brain. It is
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effective to involve the multiple parts of the student’s brain when teaching and providing
the way the brain is really designed to learn. It is a combination of effective classroom
effective with a wide range of student learning populations vetted through 15 years of
classroom application by Bifle. Students learn through visual, auditory, kinesthetic, and
Chris Biffle established whole brain teaching (WBT) in 1999 after 25 years of
community college setting led him to believe that the lecture model was problematic as
the more he lectured, the more disengaged students became. As a result of this
(Biffle, 2010).
where students become engaged in the lessons allowing them to better understand the
material. The technique involves simple classroom rules, and a deliberate step-by-step
accompanying this release. It was designed for students of all ages, from kindergarten
mimicry, which is a natural way for the brain to learn. This is coupled with an intense, in-
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Whole brain teaching is composed of seven core teaching techniques known as
the Big Seven. These are Class-Yes, Five Classroom Rules, Teach- Okay, Switch,
Scoreboard, Hands and Eyes, and Mirror. For example, when the teacher says “Class,”
students must instantly respond “Yes!” In many instances, students must also repeat
words exactly as the teacher says them (for example, if the teacher says “Class, Class!”
then students must respond “Yes, Yes!”). In another core element, teachers use a
scoreboard game with rewards, motivating students to pay attention so that they can win
points. All of the elements used in Whole Brain Teaching are designed to mitigate
inattentiveness and curb disciplinary disruptions, as students are required to respond out
loud to everything the teacher is doing and saying. The intention is to keep them attentive
Advocates of WBT believed that the use of these techniques in the classroom
technique can be used to make the tedious, definition-based lessons more fun and
engaging for the students (Biffle 2013). The students are engaged and participating in the
lesson, teaching each other the required material. Cooperative learning helps to provide
the social support and scaffolding that many students need in order to fully understand
the material and move forward in their learning. Learning can be reached by encouraging
interactions between students when they are engaged in meaningful learning tasks
(Vygotsky,1978).
The WBT approach was comprised of seven teaching techniques that as a whole
aimed to: (a) increase student movement, (b) increase attention to task, (c) create a
positive emotional climate in the classroom, (d) provide opportunities for lots of
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repetition, (e) facilitate emotional connectivity to academic tasks, (f) decrease fear of
participation, (g) create a positively charged environment, (h) provide novelty, (i)
facilitate positive structured peer interactions, (j) use formative assessment, (k) improve
academic achievement, (l) provide passive and active learning opportunities, and (m)
centered learning, and application of learning. Through gestures and following classroom
rules, students have many opportunities to experience success which leads to higher self-
students show they need. The teacher conducted reviews as many as needed, thereby
creating a classroom-learning environment for the students in which practice is the focus,
had multiple chances to practice as individuals and in cooperative groups (Nellis, 2014).
The WBT classroom reportedly decreased fear (Biffle, 2010) through its
positively charged environment, which in turn improved attention to task and student
Teachers in the WBT classroom were able to assess students during ‘Teach -
Okay’ as students turned to their partners to essentially teach, through gestures, what they
just learned. Teachers could assess individual students, without pointing them out, by
performed the gestures. WBT classes are fast-paced. Students don't know when the Class-
8
the Scoreboard Game, students feel like everything they learn is part of a big game where
In his research, Clyde A. Winters (2001) concludes, “the brain learns best through
brain allows instructors the possibility to improve student memory, attention and learning
learning can facilitate science teachers in designing learning model. The development of
science and technology has strong impact on the development of models, strategies, and
learning activities undertaken by the students will make their synaptic nerves to be more
connected and will make them more complex in that kind of thinking. It is understood
that the nervous system is the basis for a person's ability to understand, adapt and
interact as well as receive, process, and then respond to information on the environment
(Corebima, 2017).
strategies for determining the primary hemisphere preferred by learners, methods for
implementing brain based teaching, and research designs. Based on research findings on
Whole Brain Teaching Calhoun found that is indeed a way of learning that activates all
Saleh (2011) examined the impact of the Brain Based Teaching approach as
indicated by the principles developed by Caine and Caine (1991, 2003). Results of the
9
qualitative study found that students exposed to brain based teaching improved in their
Akyurek and Afacan (2010) used the pre/post control group design to look into
the effects of BBL on students’ motivation and attitude towards science. One
experimental group was taught using BBL and two control groups were used in the study.
Each of the three groups had 19 students. The results of the study revealed that BBL
approach had a significant difference between the experimental and the control group in
favor of the experimental group. While, in the study by Saleh (2012), the author assessed
They used the Brain-based learning principles developed by Caine and Caine (1990).
Saleh’s study revealed that the approach was effective in enhancing students’ scientific
teaching method.
Research indicates that teachers who are knowledgeable about brain based
strategies and who use their understanding of how the brain acquires information to teach
their students, are more likely to be able to help their students learn how to think
critically and make meaning of information (Hruby & Goswami, 2011; Jensen, 2009; and
Smith, 2007). In a study that sought to evaluate the impact of Whole Brain Teaching on
the behaviors of challenging students, nine types of student behaviors were evaluated
with fifth grade students. The results of this study indicated a 50% decrease in student
Whole Brain Teaching (Palasigue, 2009). These results support student engagement
10
theories that state that the more a student is engaged in the lesson, the less likely the
student will engage in disruptive behaviors (Scott, Hirn, & Alter, 2014).
In an action research conducted by Rika Astuti entitled “The Use of Whole Brain
Teaching Method to Improve the Students’ Writing Skill on Descriptive Text” the results
of research finding shows that Whole Brain Teaching Method can improve the students’
accuracy and speaking fluency through the use of Whole Brain Teaching (WBT) Method
at the first year students’ of SMP Negeri 1 Baraka, the result of this research indicated
that the improvement of the students’ speaking accuracy was 6.5 classified as good and
the improvement of the students’ speaking fluency was 6.9 classified as good. It could be
stated that the students’ speaking ability through the use of Whole Brain Teaching
(WBT) Method at the first year students’ of SMP Negeri 1 Baraka improved to a good
11
Circuits” tried to investigate the
effect of the method on
students’ understanding. The
authors tried to compare the
Hermann Whole Brain Teaching
Method (HWBTM)
and that of the conventional
teaching method on eighth graders
in their understanding of simple
electric circuits
in Jordan. The results showed that
the HWBTM was more successful
than the conventional teaching
method in
fostering students’ understanding
of simple electric circuits.
In the study of Bawaneh, Zaid,
and Saleh (2011) entitled, “The
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Effect of Hermann Whole Brain
Teaching
Method on Students’
Understanding of Simple Electric
Circuits” tried to investigate the
effect of the method on
students’ understanding. The
authors tried to compare the
Hermann Whole Brain Teaching
Method (HWBTM)
and that of the conventional
teaching method on eighth graders
in their understanding of simple
electric circuits
in Jordan. The results showed that
the HWBTM was more successful
than the conventional teaching
method in
13
fostering students’ understanding
of simple electric circuits.
In the study of Bawaneh, Zaid, and Saleh (2011) entitled, “The Effect of Hermann
tried to investigate the effect of the method on students’ understanding. The authors tried
to compare the Hermann Whole Brain Teaching Method (HWBTM) and that of the
circuits in Jordan. The results showed that the HWBTM was more successful than the
circuits.
profit The Children’s Guild, the value of Whole Brain Teaching is that it continually
engages students’ brains and keeps them attentive. This way, students don’t have any
supposed to be learning.
These advantages offered by this strategy has been seen and thus considered by
this context that the researcher conceived the idea of developing an action research on the
In the light of this, the paper is conceived. This study investigates the effect of
14
Conceptual Framework
One important theory that supports the principles of Brain based learning is
Whole Brain Theory by William Ned Herman. He created a whole-brain model which is
metaphorically illustrated using a circle divided into four quadrants to classify the
learners according to their preferences for thinking and learning in the four quadrants.
This theory stresses the importance of utilizing the strengths and attending to essential
weaknesses in all learners by providing equal learning opportunities for different learners
(Sontellano, 2018).
This study was abstracted after an intensive review of the literature and studies.
The researcher anticipated that the whole-brain teaching in teaching science is effective
paradigm patterned after the Input- Process- Output model to illustrate the relationships
Difference between
Administer pre- the Test Scores of
Test scores before test examination Grade 7 Students in
the use of whole- Use the whole- Science before and
brain teaching brain teaching after the use of
Test scores after for six weeks whole-brain
the use of whole- Administer teaching.
posttest
brain teaching
examination Effectiveness of the
Test for the Whole-Brain
difference Teaching
between the pre-
15
test and posttest
scores
feedback
enhancing the science competencies of Grade 7 students of Baluyot National High School
1. What is the achievement test scores in science of the experimental group and
experimental group and the control group in terms of pretest and posttest scores?
3. Is there a significant difference between the achievement test scores of the two
Hypotheses
The following hypotheses were tested in its null form at 0.05 level of significance:
experimental group and the control group in terms of pretest and posttest scores.
16
2. There is no significant difference between the achievement test scores of the
and strategies toward a more effective delivery of learning. It will inspire school
enrichment that is needed to meet the needs of the students in this today’s rapidly
changing world.
Students. The students can be assisted and facilitated in their learning because the
contents materials are relevant and specific. Students can work at their own pace,
Parents. This project would reveal the importance of parents with sound
academic background and how it can affect their children academic performance
positively or negatively. Thus, parents will be encouraged to focus on giving time and
concerned learning competencies. This study will provide an effective and adequate
Future Researchers. They may be able to use the result of the study in further
research similar to what the study is. This will persuade and serve as a stepping stone for
17
18
Chapter 2
METHODOLOGY
Research Design
was utilized in this study. Specifically, pretest-posttest design with a control group.
A pretest posttest design is an experiment where measurements are taken both before and
after a treatment. The design means that the researcher is able to see the effects of some
type of treatment on a group. The researcher selected the use of pretest-posttest design
with a control group because the two treatment groups were naturally assembled groups
as intact classes. Moreover, in this design, which uses two groups, one group was given
the treatment and the results were gathered at the end. The control group received no
treatment, over the same period of time, but undergoes exactly the same tests. In addition,
this design would let the researcher be able to see the effectiveness of the use of whole
brain teaching to the achievement scores of the Grade 7 students and see the significant
difference between the achievement scores of the two groups in terms of posttest scores.
Matched-subject design was employed to increase the probability that the two groups are
equivalent. Fifteen (15) pairs of individuals in each group were selected as respondents
who were mechanically matched using their general weighted average in science 7 for the
first and second quarter. After the matching was completed, the choice of which group
will be the control and which will be the experimental was done randomly.
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Sources of Data
The subjects of the study are the Grade 7 students of Baluyot National High
School. Baluyot National High School is categorized as small school and is located at
Baluyot, Bautista, Pangasinan. The members of the control group and the experimental
group are chosen using the stratified random sampling followed by simple random
sampling. Each group was made up of fifteen (15) students who were mechanically
matched using their general weighted average in science 7 for the first and second
quarter. The choice of which group will be the control and which will be the
Pretest and posttest were used in measuring the academic performance of the
students. Pre and post testing is an assessment model designed to examine the change in
overall critical thinking skills or dispositions in a group of test takers. This were used in
order to determine the effectiveness of using whole brain teaching to the achievement
scores of students.
Specifications and a 50-item multiple choice type of test which include topics on light,
chart which describes the topics to be covered by a test and the number of items or points
which will be associated with each topic. The purpose of it is to identify the achievement
domains being measured and to ensure that a fair and representative sample of questions
20
The researcher asked permission from the principal of the school through a letter
of request. Then, pretest was administered to both control and experimental groups. After
which, they underwent their respective treatments. The experimental group was taught
using the seven core teaching techniques of Whole brain teaching pedagogy. The control
group, on the other hand, was taught using conventional teaching techniques.
instruction where the students passively receive the information from the teacher. After
all the topics have been discussed, posttest with the same questions as the pretest was
administered.
The test was submitted to the researcher’s adviser and the other science teachers
to evaluate its content validity. A questionnaire was formulated for such purpose. The test
then was improved based on the suggestions. It was further pretested to ten (10) Grade 7
students who were not the subjects of this study. The result was again the basis for item
analysis and for establishing its reliability. Item analysis is a process which examines
student responses to individual test items (questions) in order to assess the quality of those
items and of the test as a whole. Item analysis is especially valuable in improving items
which will be used again in later tests, but it can also be used to eliminate ambiguous or
Index of difficulty of each item was determined from the item analysis. Items with
difficulty indices within 0.20 and 0.80 and discrimination indices within 0.30 and 0.80
were retained.
21
2. Arrange the papers from highest to lowest score.
3. Separate the top 27% and the bottom 27% of the cases.
4. Tally the numbers of cases from each group who got the item right for each all of
the items.
Df = Pu + Pl
Pu = Proportion of the upper 27% group who got the item right
Ds = Pu - Pl
As a result of the item analysis, the number of test items was trimmed down from
100 to 50 items. The researcher saw to it that the topics and skills tested were
To further establish the reliability of the instrument, the Split-half method was
22
Tools for Data Analysis
To attain valid and reliable results from the data gathered, appropriate statistical
To treat the data in Problem 1 “What is the achievement test scores in science of
the experimental group and the control group?” the mean and standard deviation were
used.
To treat the data in Problem 2 “Is there a significant difference between the
achievement test scores of the experimental and the control group in terms of pretest and
posttest scores?” paired-samples T Test was used with a level of significance set at 0.05
alpha.
To treat the data in Problem 3 “Is there a significant difference between the
achievement test scores of the two groups in terms of posttest scores?” independent-
samples T Test was used. Level of significance was set at 0.05 alpha which is a liberal
23
Chapter 3
Table 3.1 and 3.2 presents the pre-test and posttest scores of both the control and
experimental group of students. Mean score in the pretest and posttest were determined as
CONTROL GROUP
Student
Pre-Test Score Post-Test Score Difference
Number
1 23 38 15
2 19 34 15
3 23 33 10
4 19 32 13
5 27 38 11
6 22 36 14
7 12 35 23
8 12 34 22
9 15 34 19
10 16 33 17
11 16 35 19
12 18 36 18
13 18 34 16
14 19 35 16
15 16 36 20
MEAN 18.33 34.87
STD. DEV. 4.15 1.73
Student
Pre-Test Score Post-Test Score Difference
Number
24
1 22 39 17
2 23 37 14
3 22 36 14
4 23 38 15
5 11 38 27
6 25 42 17
7 22 42 20
8 25 43 18
9 12 45 33
10 22 46 24
11 22 43 21
12 21 43 22
13 19 29 10
14 18 30 8
15 15 27 12
MEAN 20.13 38.53
STD. DEV. 4.34 5.90
Table 3.3. Pre-test and Post-test Mean, and Gain Score of Control Group and
Experimental Group
Pre-test
Pre-test Post-test Gain
Standard
Mean Mean Score
Deviation
Control 18.33 34.87 16.54 4.15
Experimental 20.13 38.53 18.40 4.34
Pre-test
As shown in Table 3.1 and 3.2, the control group had a pre-test group mean 18.33
attesting that they performed lower than the 75 percent performance target which is 37.50
(75% of 50). It can be seen in the obtained standard deviation of 4.15 implies that the
group performed 4.15 below and above the mean. As shown in the table, the control
25
Meanwhile, the experimental group obtained a mean of 20.13 in the pre-test,
which, like the control group is below the 75 percent performance target. The standard
deviation of 4.34 would also suggest that the group is heterogeneous in nature.
From these results, both groups of students performed poorly. It thus warrants that
their low performance level should be given attention by the teacher through the
intervention. This result implies that at the start of the study, the prior knowledge of the
Post-test
As shown in Table 3.3, the control group taught using conventional way had a
group mean of 34.87 attesting that they performed lower than the 75 percent performance
In the same table, it is also shown that there is a difference between the pretest
and posttest mean scores of the control group. The group posted a gain score of 16.54
points.
A much higher mean was obtained among the experimental group. The
computation result indicated that there is a significant increase in the gain scores obtained
by the group which is equivalent to 18.40 points from the 20.13 and 38.53 mean scores of
Based on the result of the students’ pre-test and post-test mean score and t-test
result in Table 3.3, the proposed strategy notably affect the performance of the students
as they scored better in the post-test after exposure to the whole-brain teaching.
Figure 2 presents the achievement Test Scores of the students under the control
group. It can be gleamed from the table that although students were taught through
achievement scores.
Figure 3 presents the achievement test scores of the students under the
experimental group. It can easily be observed from the figure that students demonstrated
higher performance in their posttest scores. Further, students’ performance is greater than
Significant Difference Between the Pre-test Mean Scores of the Two Groups
27
Table 3.4 presents the result of the T-Test of the pre-test mean scores of the
Table 3.4. Result of The T-Test of the Pre-Test Mean Scores of the Two Groups
Difference
Experimental 20.13 1.40 28 1.16 .256
Group
Control Group 18.33
p<.05
The above table reveals the result of the test of difference on the pre-test scores of
the two groups. The mean difference between the experimental group and control group
is 1.40. The computed t-value is 1.16 and the p-value is 0.256. Since the computed p-
value is higher than the level of significance set in the study (p <0.05), this means that
there is no significant difference between the achievement test scores of the two groups in
terms of pre-test scores. This result implies that the prior knowledge of the two groups at
Significant Difference Between Pre-test and Posttest Mean of the Two Groups
Table 3.5 presents the result of the T-Test of the pre-test and posttest mean scores
Table 3.5. T-Test of the Pre-test and Post-test Mean of the Two Groups
28
Gain Score t value p value Remarks
Control 16.54 17.13 0.00 Significant
Experimental 18.40 11.40 0.00 Significant
p<.05
The table above presents the test of difference on the performance of the
experimental group and the control group in the pretest and posttest. The computed t-
value between pre-test and post-test mean of control group is 17.13 and having a p-value
of 0.00. Since the computed p-value is lower than the level of significance set in the study
(p <0.05), the null hypothesis which states that there is no significant difference between
the achievement test scores of the control group in terms of pre-test and posttest scores
shall be rejected. Hence, there is significant difference between the achievement test
However, in the experimental group, the t-test for paired samples results to a t-
value of 11.40 and a p-value of 0.00. This means that the difference between the posttest
With this result, it can be said that both strategies were found to be effective in
Significant Difference Between the Posttest Mean Scores of the Two Groups
Table 3.6 presents the result of the T-Test of the post-test mean scores of the
Table 3.6. Result of the T-Test of the Post-Test Mean Scores of the Two Groups
29
Experimental 38.53 3.67 28 2.31 .029
Group
p<.05
The above table reveals the result of the test of difference on the posttest scores of
the two groups. The computed t-value is 2.31 and the p-value is 0.029. Since the
computed p-value is lower than the level of significance set in the study (p <0.05), this
means that there is significant difference between the achievement test scores of the two
groups in terms of posttest scores and the null hypothesis stating that there is no
significant difference between the achievement test scores of the two groups in terms of
posttest scores is rejected. The table also shows that students taught using whole-brain
teaching performed better than students taught in conventional way considering that the
mean scores of experimental group of 38.53 is greater by 3.67 compared to the mean
scores of the control group of only 34.87. Thus, teaching students through whole-brain
Educators have been in continuous effort to search for more effective ways to
come up with enhanced pupils’ academic performance. Various teaching strategies have
Looking at the results of this study, it can therefore be said that the whole-brain
teaching was effective in enriching the mastery of student. On the basis of these findings,
30
Chapter 4
Summary of Findings
enhancing the science competencies of Grade 7 students of Baluyot National High School
31
The study focused on the aspects of achievement test scores of the Grade 7
students in Science using conventional way of teaching, achievement test scores of the
Grade 7 students in Science taught using whole-brain teaching, and extent to which the
Achievement test scores of the treatment group and the control group differ.
was utilized in this study. Specifically, pretest-posttest design with a control group. The
researcher selected the use of pretest-posttest design with a control group in order to see
Grade 7 students.
Two comparable groups comprising of 15 students each were the subjects of the
study. They were randomly assigned to the experimental group (with whole-brain
Pretest and posttest were used in measuring the academic performance of the
students. This were used in order to determine the effectiveness of using whole brain
A 50-item valid and reliable test was constructed by the researcher to measure the
The researcher asked permission from the principal of the school through a letter
of request. Then, pretest was administered to both control and experimental groups. After
which, they underwent their respective treatments. The experimental group was taught
using the seven core teaching techniques of Whole brain teaching pedagogy. The control
group, on the other hand, was taught using conventional teaching techniques.
32
instruction where the students passively receive the information from the teacher. After
all the topics have been discussed, posttest with the same questions as the pretest was
administered.
The students taught using whole-brain teaching has a mean of 38.27 which
exceeded the 75 percent performance target which is 37.5 (75% of 50). However, the
group mean of the students taught using conventional way of teaching which is 34.87
does not exceed the 75 percent performance target which is 37.5 (75% of 50). Students
taught using whole-brain teaching performed better than students taught in conventional
way considering that the mean scores of experimental group of 38.53 is greater by 3.67
compared to the mean scores of the control group of only 34.87. Thus, teaching students
The null hypothesis stating that there is no significant difference between the
achievement test scores of the experimental group and the control group in terms of pre-
test and posttest scores was rejected since the computed t(14) = 17.13 in control group
has a p-value is 0.00 which is less than 0.05 the level of significance set in the study (p
<0.05). Furthermore the computed t(14) = 11.14 in experimental group has a p-value is
0.00 which is also less than 0.05 the level of significance set in the study (p <0.05). This
means that there is significant difference between the achievement test scores of the
experimental group and the control group in terms of pre-test and posttest scores.
Regarding the test of difference between the achievement test scores of the two groups in
terms of posttest scores, the null hypothesis was rejected since the computed t(28) = 2.31
has a p-value is 0.029 which is less than 0.05 the level of significance set in the study (p
33
<0.05). This means that there is significant difference between the achievement test
Conclusions
experimental group taught using whole-brain teaching did better in the achievement test
than the control group taught using conventional way of teaching as mean scores of
experimental group is 3.67 higher than the mean scores of the control group. There is a
significant difference between the achievement test scores of the experimental group and
the control group in terms of pre-test and posttest scores since the computed p value is
0.00. Furthermore, there is also a significant difference between the achievement test
scores of the two groups in terms of posttest scores since the computed t-value=2.31 has a
p-value=0.029 which is less than .05 level of alpha. Under the circumstances of the study,
the use of whole brain teaching is better than teaching not using it. Whole brain teaching
Recommendations
with the use of whole-brain teaching students don’t have any downtime to be
34
disruptive or engage in activity that’s not related to what they’re supposed to be
learning since it continually engages students’ brains and keeps them attentive.
his students through selecting appropriate teaching aids, approaches and strategies
3. The school administrators should provide faculty development seminars that would
Whole brain teaching that could enhance teaching and learning and help the school
4. The study was carried out for one quarter. Therefore, the longitudinal impact of
WBT on students’ academic performance must be examined. Since the students will
be exposed to WBT techniques for a longer timeframe, they will have a better
understanding of which techniques help them learn and which ones are effective in
improving learning.
5. Further studies should be conducted to find out other areas aside from Science and
1.
35
Bibliography
Battle, J. (2010). Whole Brain Teaching: Learning the Way the Brain is Designed.
Retrieved January 7, 2019 from https://www.advanc-ed.org/source/whole-brain-
teaching-learning-way-brain-designed
Corebima, A. (2017). Model brain based learning (BBL) and whole brain teaching
(WBT) in learning. International Journal of Science and Applied Science:
Conference Series. ol. 1 No. 2. 153-161
Magno, C. (2011, October 9). Analysis of the Basic Education of the Philippines:
Implications for the K to 12 Education Program. Retrieved from
https://www.academia.edu/3814475/Analysis_of_the_Basic_Education_of_the_P
hilippin es_
Nellis, H. (2014). The effects of whole brain teaching strategies in the general
education classroom. Retrieved from
https://honors.libraries.psu.edu/catalog/21141
36
Sontillano, R. (2018). Impact of Whole Brain Teaching Based Instruction on Academic
Performance of Grade 8 Students In Algebra: Compendium Of WBT-based
Lesson Plans. PUPIL: International Journal of Teaching, Education and Learning.
Volume 2 Issue 2, pp.98-114
37
Appendix A
November 6, 2018
Madam;
Warmest greetings!
In this regard, the researcher earnestly solicits your permission to conduct a study
to the Grade 7 Students in connection to his action research.
Respectfully yours,
Approved:
38
Appendix B
Pre-test Questions
Pre-Test
SCIENCE 7
I. MULTIPLE CHOICE: Write the letter of your answer on the space provided
before each number.
39
For item numbers 6-7. The illustration on the right shows a man
and a woman making a noodle soup using a pan made of metal.
______ 6. How does heat travel through the pan? Heat travels through
the pan by ____________. D
a) radiation c) convection
b) dispersion d) conduction
______7. How does heat travel through the soup? Heat travels through the soup by
____________. C
a) radiation c) convection
b) dispersion d) conduction
______ 8. Refer to the setup below. Which of the figures correctly illustrates the path of
light through the bent pipe?B
40
______ 17. Which of the following takes place due to the vibrating and colliding of
particles of objects that are in contact? A
a) conduction c) radiation
b) convection d) dispersion
______ 18. What do you call the objects that conduct heat poorly like wood, rubber, and
paper? C
a) metalloids c) insulators
b) conductors d) renewable
_______19. Which of the following is a proof that light travels in a straight line? A
a) formation of shadows c) formation of rainbows
b) formation of clouds d) formation of colors
______ 20. Which of the following is NOT an artificial source of light? A
a) sun b) bulb c) candle d) moon
______ 21. Which color registers the highest frequency? B
a) blue b) violet c) green d) red
______ 22. Which refers to an energy required to operate appliances, gadgets, and
machines? A
a) electricity b) radiation c) charge d) fuel
______ 23. What force exists between two positive charged bodies? B
a) force of gravity c) force of attraction
b) force of repulsion d) force of inertia
______ 24. What do you call the charging by contact between the neutral body and
charging body? C
a) charging by friction c) charging by conduction
b) charging by induction d) charging by contact
______ 25. What is the resulting color of combined red and green lights? A
a) yellow b) black c) white d) cyan
______26. When you touch a piece of ice with your finger, energy flows
_________________. A
a) from your finger to the ice.
b) from the ice to the finger
c) both ways
d) energy does not flow
______ 27. Which of the following is the raw material for making plastics? A
a) petroleum b) coal c) fossil fuels d) gum
______ 28. Which method of heat transfer is shown by the picture below? A
a) conduction
b) convection
c) radiation
d) dispersion
______ 29. Which method of heat transfer is shown by the picture below? C
a) conduction
b) convection
c) radiation
d) dispersion
41
______ 30. Which method of heat transfer is shown by the picture below? B
a) conduction
b) convection
c) radiation
d) dispersion
42
______ 41. Which is mixed with copper or other metals to form stainless cooking wares?
B
a) gold b) nickel c) aluminum d) iron
______ 42. Which of the following uses water to generate electricity? D
a) Nuclear Power Plant c) Solar Power Plant
b) Geothermal Power Plant d) Hydroelectric Power Plant
______ 43. What do you call a resource that people can use again and again but its supply
can be replaced? A
a) renewable c) reliable
b) nonrenewable d) recyclable
______44. What two factors have the greatest influence on soil formation? A
a) temperature and rainfall c) slope of the land and rainfall
b) reforestation and fertilizers d) temperature and fertilizers
______ 45. You see pieces of cardboard, empty softdrink cans, and a broken wooden
chair dumped in a vacant lot. What materials are being wasted in the dumpsites?
D
a) paper b) metals c) wood d) all of these
______ 46. Which of the following is a metallic mineral? A
a) iron b) clay c) sand d) rock
______ 47. Which of the following is a renewable resource? D
a) crude oil b) soil c) fossil fuel d) water
______48. Why are coal, petroleum, and natural gas considered nonrenewable resources
if they were produced from plant and animal remains? A
a) It takes a very long time to produce them.
b) Using them results in environmental problems.
c) They are difficult to locate and explore from Earth.
d) The Philippines is dependent on supply from other countries.
______49. To locate exact places on the Earth, one must look at D
a) the lines of latitude only.
b) the lines of longitude only.
c) a neighboring area to describe the location.
d) the intersecting lines of latitude and longitude.
______50. Which is the best example of physical weathering? D
a) the rusting of an iron nail.
b) the chemical reaction of limestone with acid rain.
c) the formation of sandbar along the side of a stream.
d) the cracking of rock caused by the freezing and thawing of water.
Prepared by:
43
MANGISEL Head Teacher III Principal
III
Appendix C
Posttest Questions
II. MULTIPLE CHOICE: Write the letter of your answer on the space provided
before each number.
44
For item numbers 6-7. The illustration on the right shows a man
and a woman making a noodle soup using a pan made of metal.
______ 6. How does heat travel through the pan? Heat travels through
the pan by ____________. D
a) radiation c) convection
b) dispersion d) conduction
______7. How does heat travel through the soup? Heat travels through the soup by
____________. C
a) radiation c) convection
b) dispersion d) conduction
______ 8. Refer to the setup below. Which of the figures correctly illustrates the path of
light through the bent pipe?B
45
______ 17. Which of the following takes place due to the vibrating and colliding of
particles of objects that are in contact? A
a) conduction c) radiation
b) convection d) dispersion
______ 18. What do you call the objects that conduct heat poorly like wood, rubber, and
paper? C
a) metalloids c) insulators
b) conductors d) renewable
_______19. Which of the following is a proof that light travels in a straight line? A
a) formation of shadows c) formation of rainbows
b) formation of clouds d) formation of colors
______ 20. Which of the following is NOT an artificial source of light? A
a) sun b) bulb c) candle d) moon
______ 21. Which color registers the highest frequency? B
a) blue b) violet c) green d) red
______ 22. Which refers to an energy required to operate appliances, gadgets, and
machines? A
a) electricity b) radiation c) charge d) fuel
______ 23. What force exists between two positive charged bodies? B
a) force of gravity c) force of attraction
b) force of repulsion d) force of inertia
______ 24. What do you call the charging by contact between the neutral body and
charging body? C
a) charging by friction c) charging by conduction
b) charging by induction d) charging by contact
______ 25. What is the resulting color of combined red and green lights? A
a) yellow b) black c) white d) cyan
______26. When you touch a piece of ice with your finger, energy flows
_________________. A
a) from your finger to the ice.
b) from the ice to the finger
c) both ways
d) energy does not flow
______ 27. Which of the following is the raw material for making plastics? A
a) petroleum b) coal c) fossil fuels d) gum
______ 28. Which method of heat transfer is shown by the picture below? A
a) conduction
b) convection
c) radiation
d) dispersion
______ 29. Which method of heat transfer is shown by the picture below? C
a) conduction
b) convection
c) radiation
d) dispersion
46
______ 30. Which method of heat transfer is shown by the picture below? B
a) conduction
b) convection
c) radiation
d) dispersion
47
______ 41. Which is mixed with copper or other metals to form stainless cooking wares?
B
a) gold b) nickel c) aluminum d) iron
______ 42. Which of the following uses water to generate electricity? D
a) Nuclear Power Plant c) Solar Power Plant
b) Geothermal Power Plant d) Hydroelectric Power Plant
______ 43. What do you call a resource that people can use again and again but its supply
can be replaced? A
a) renewable c) reliable
b) nonrenewable d) recyclable
______44. What two factors have the greatest influence on soil formation? A
a) temperature and rainfall c) slope of the land and rainfall
b) reforestation and fertilizers d) temperature and fertilizers
______ 45. You see pieces of cardboard, empty softdrink cans, and a broken wooden
chair dumped in a vacant lot. What materials are being wasted in the dumpsites?
D
a) paper b) metals c) wood d) all of these
______ 46. Which of the following is a metallic mineral? A
a) iron b) clay c) sand d) rock
______ 47. Which of the following is a renewable resource? D
a) crude oil b) soil c) fossil fuel d) water
______48. Why are coal, petroleum, and natural gas considered nonrenewable resources
if they were produced from plant and animal remains? A
a) It takes a very long time to produce them.
b) Using them results in environmental problems.
c) They are difficult to locate and explore from Earth.
d) The Philippines is dependent on supply from other countries.
______49. To locate exact places on the Earth, one must look at D
a) the lines of latitude only.
b) the lines of longitude only.
c) a neighboring area to describe the location.
d) the intersecting lines of latitude and longitude.
______50. Which is the best example of physical weathering? D
a) the rusting of an iron nail.
b) the chemical reaction of limestone with acid rain.
c) the formation of sandbar along the side of a stream.
d) the cracking of rock caused by the freezing and thawing of water.
Prepared by:
48
MANGISEL Head Teacher III Principal
III
Appendix D
Table of Specifications
49
38 22 9 5 9 5 1 50
50
Appendix E
CONTROL GROUP
Student SCORE
Difference
Number Pre-Test Post-Test
1 23 38 15
2 19 34 15
3 23 33 10
4 19 32 13
5 27 38 11
6 22 36 14
7 12 35 23
8 12 34 22
9 15 34 19
10 16 33 17
11 16 35 19
12 18 36 18
13 18 34 16
14 19 35 16
15 16 36 20
MEAN 18.33 34.87
STD.
DEV. 4.15 1.73
EXPERIMENTAL GROUP
Student SCORE
Difference
Number Pre-Test Post-Test
1 22 39 17
2 23 37 14
3 22 36 14
4 23 38 15
5 11 38 27
6 25 42 17
7 22 42 20
8 25 43 18
9 12 45 33
10 22 46 24
11 22 43 21
12 21 43 22
13 19 29 10
51
14 18 30 8
15 15 27 12
MEAN 20.13 38.53
STD.
DEV. 4.34 5.90
52
Appendix F
Legend:
S1 = Scores in the Odd Test Items
S2 = Scores in the Even Test Items
R1 = Rank in the Odd Test Items
R2 = Rank in the Even Test Items
D1 = Differences between the ranks
D2 = Square of the differences between the ranks
53
rht = 6Σ D2
N3 – N rwt = 2 (rht )
1 + rht
= 6 (333) = 2 (0.595)
3375-15 1 + 0.595
= 1.19
= 1998 1.595
3360 = 0.75 High Relationship
= 0.595
54
Appendix G
ITEM ANALYSIS
Df Ds
Item
Upper 27% Lower 27% Pu + Pl Decision
No. Pu − Pl
2
1 13 1.00 7 0.54 0.77 0.46 Good
2 12 0.92 6 0.46 0.69 0.46 Good
3 10 0.77 3 0.23 0.50 0.54 Good
4 11 0.85 4 0.31 0.58 0.54 Good
5 11 0.85 4 0.31 0.58 0.54 Good
6 10 0.77 3 0.23 0.50 0.54 Good
7 11 0.85 2 0.15 0.50 0.69 Good
8 12 0.92 3 0.23 0.58 0.69 Good
9 12 0.92 5 0.38 0.65 0.54 Good
10 13 1.00 7 0.54 0.77 0.46 Good
11 12 0.92 6 0.46 0.69 0.46 Good
12 10 0.77 4 0.31 0.54 0.46 Good
13 10 0.77 3 0.23 0.50 0.54 Good
14 9 0.69 2 0.15 0.42 0.54 Good
15 8 0.62 2 0.15 0.38 0.46 Good
16 11 0.85 4 0.31 0.58 0.54 Good
17 9 0.69 3 0.23 0.46 0.46 Good
18 10 0.77 2 0.15 0.46 0.62 Good
19 9 0.69 3 0.23 0.46 0.46 Good
20 13 1.00 7 0.54 0.77 0.46 Good
21 12 0.92 7 0.54 0.73 0.38 Good
22 13 1.00 6 0.46 0.73 0.54 Good
23 12 0.92 2 0.15 0.54 0.77 Good
24 12 0.92 4 0.31 0.62 0.62 Good
25 8 0.62 1 0.08 0.35 0.54 Good
26 11 0.85 2 0.15 0.50 0.69 Good
27 10 0.77 2 0.15 0.46 0.62 Good
28 12 0.92 6 0.46 0.69 0.46 Good
29 13 1.00 6 0.46 0.73 0.54 Good
30 12 0.92 4 0.31 0.62 0.62 Good
31 12 0.92 2 0.15 0.54 0.77 Good
32 11 0.85 2 0.15 0.50 0.69 Good
33 9 0.69 2 0.15 0.42 0.54 Good
34 8 0.62 2 0.15 0.38 0.46 Good
35 10 0.77 3 0.23 0.50 0.54 Good
36 11 0.85 3 0.23 0.54 0.62 Good
37 9 0.69 2 0.15 0.42 0.54 Good
38 8 0.62 2 0.15 0.38 0.46 Good
39 10 0.77 5 0.38 0.58 0.38 Good
40 13 1.00 7 0.54 0.77 0.46 Good
55
41 10 0.77 3 0.23 0.50 0.54 Good
42 9 0.69 4 0.31 0.50 0.38 Good
43 10 0.77 4 0.31 0.54 0.46 Good
44 8 0.62 3 0.23 0.42 0.38 Good
45 11 0.85 7 0.54 0.69 0.31 Good
46 10 0.77 3 0.23 0.50 0.54 Good
47 11 0.85 3 0.23 0.54 0.62 Good
48 9 0.69 3 0.23 0.46 0.46 Good
49 8 0.62 2 0.15 0.38 0.46 Good
50 8 0.62 2 0.15 0.38 0.46 Good
56
Appendix H
Documentation
57
The researcher used whole-brain teaching to
enhance science competencies of Grade 7
students of Baluyot National High School
58
Control Group while answering the Posttest
59
Appendix I
Self-Reflection
Grade 7 students via whole-brain teaching. Since students were observed to be inattentive
and passive in class, the use of whole-brain teaching can maximize their engagement in
For the first two days of using the whole-brain teaching students were already
hook with it even though it was new to them. I’ve taught them first the seven (7) core
teaching techniques of whole brain teaching in order to have a smooth transition of our
lessons.
Throughout the use of whole-brain teaching, I found out that students were more
and following classroom rules, students have many opportunities to experience success
60
Curriculum Vitae
A. Personal Data
Gender : Male
Height : 5’7”
Weight : 65 kg
Citizenship : Filipino
B. Educational Attainment
Major in Physics
Bayambang, Pangasinan
2009-2013
61
GPA of 1.47
Bayambang, Pangasinan
2005-2009
1999-2005
C. Work Experience
62
Banog Sur National High School
Licensure Examination for Teachers September 29, 2013 with a rating of 86.4%
63