brain dominance thinking styles and problem solving skills of higher secondary students introduction

BRAIN DOMINANCE THINKING STYLES AND PROBLEM SOLVING SKILLS OF

HIGHER SECONDARY STUDENTS

INTRODUCTION

Ned Herrmann is Father of brain dominance technology. He drew on the work of Sperry and

developed the theory brain dominance where people develop a dominant mode of thinking

preference. These can range from an analytical "left brain" approach to "right brain" approaches

involving pattern matching and intuitive understanding. These preferences have their roots in our

genetic makeup and how it affects our underlying cognitive capabilities. For example left-right

handed preferences have been observed in the womb. As we develop we tend to respond with our

strongest abilities as these lead to quicker short-term rewards. This can create a positive feedback

system that will strengthen those abilities. Eventually this can lead to a powerful preference for one

style over the other and a dislike and discomfort for other modes of thinking.

This universe consists of both living and non-living organisms, in science living organisms are

evolved from single cell and day by day, year by year end million by million years. These single

celled organisms modify their internal and external appearance and structure also. This continuous

modifying process is collectively called as evolution.In this evolutionary process only one organ ism

has got the amazing growth and a stationary place in the evolutionary tree i.e., evaluation of Man.

Man plays a vital role in the change of environment and the world. Discoveries and inventions are

made by man. The rapid growth of science and technology is the best example for human’s thirst for

achievement and proper utilization of brain All the modification, changes, new inventions made by

the man, man can change anything in the universe. Now, the Computer, Super Computer,

Engineering, Medical, Marine, Space and all the places men are dominating; these modification and

changes occur in this universe because of the proper utilization of human Brain.

Human brain contains the different lobes. i.e., left lobe or left hemisphere, right lobes or right

http://trianglevr.blogspot.com/2010/07/brain-dominance-thinking-styles-and.html

http://trianglevr.blogspot.com/2010/07/brain-dominance-thinking-styles-and.html

hemisphere and moderate lobe or central hemisphere. Each part has its own functions and activities

which decide one’s thinking styles and their problem solving skills.

Thinking and problem-solving is considered as cognitive abilities, the chief characteristics which

distinguish human beings from other species including the higher animals. Good poetry, a highly

developed computer or a robot, a beautiful painting, or magnificent buildings are all products of the

thinking, reasoning and problem-solving capabilities of their creators and inventors. Even to

understand, appreciate or put these in to use, we have employ our powers of thinking, and problem

solving. The challengers and problems faced by the individual, or by society, in general, are solved

through serious efforts involving thinking and problem solving. The powers of thinking and problem

solving may thus be considered to be the essential tools for the welfare and meaningful existence of

the individual as well as society. In this research the investigator tries to learn something about the

processes involved in the thinking and problem solving behavior of higher secondary students.

BACKGROUND OF THE STUDY

Deslauries, Denise (2008) conducted the study on, Students’ problem solving and understanding in

learning mathematics through conceptually and procedurally focused instruction: A situated

discourse approach.

The results were indicated that the different instructional conditions were implemented with

consistency. Within the problem-based instruction frame work and for the same problem-solving

activity, it was possible for the tutor to maintain the focus on concepts Vs procedures. Although both

approaches were equally beneficially to students, they affected the student’s cognitive activity

differently. Students’ talk was more procedural in both approaches, but their speech was more

balanced between concepts and procedures in CFI than in PH, indicating that student’s cognitive

processes were transferred differently from the modeling to the coaching discourse. These findings

have implications for policymakers in education standards. Future research is recommended top

extend such findings to other populations of students and to additional types of teaching approaches.

Cakir, Murat perit (2009) conducted the study on How online small groups co-construct

mathematical artifacts to do collaborative problem solving

The findings of the dissertation arrived at through ethno methodologically- informed case studies of

online sessions are organized along three dimensions.

(a) Mathematical affordances. White board and chat spaces allow teams’ to-co-construct multiple

realizations of relevant mathematical artifacts. Contributions remain persistently available for

subsequent manipulation and reference in the shared visual field. The persistence of contributions

facilities the management of multiple threads of activities across deal media. The sequence of actions

that lead to the construction and modification of shared inscriptions makes the visual reasoning

process visible.

(b) Co ordination methods. Team members achieve a sense of sequential organization across dual

media through temporal co ordination of their chat posting and drawings. Groups enact referential

uses of available features to allocate their attention to specific object in the shared visual field and to

associate them with locally defend terminology. Drawing and text messages are used together as

semiotic resources in mutually elaborating ways.

(c) Group understanding. Team develops shared mathematical understanding through joint

recognition of connections among narrative, graphical and symbolic realizations of the mathematical

artifacts that they have co-constructed to address their shared task. The interactional organization of

the co-construction work establishes an indexical ground as support for the creation and maintenance

of a shared problem space for the group. Each new contribution is made sense of in relation to this

persistently available and shared indexical ground, which evolves sequentially as new contributions

modify the sense of previous contributions.

Rousseau, Donna (2009) conducted the study on Improving mathematical problem solving skills: the

journey to success.

The purpose of this study was top determined if problem solving skills can be improved though the

use of an interdisciplinary programmes incorporating reading, music and mathematics. The study

was conducted in seven fifth grade classrooms and addresses the need to teach problem solving to

improve overall mathematics learning.

There was a statistically significant different between the gain scores of each of the treatment groups.

The low ability treatment groups had mean gain of 3.84, while the low ability control group had a

mean gain of 0.73, showing a statistically significant difference between gain scores of the two low

ability groups. There scores are an important findings in this study, implying that the students in the

low ability treatment programme class room were able to retain and apply the problem solving

strategies learned from the program and improve their post test score.

In addition, when comparing the mean scores of the treatment group as a whole from pretest to

posttest, the mean increased from 12.855 to 15.605, a gain of 2.750. The mean scores for the

combined control groups also increased from pretest to post test from 15.605 to 16.790, a gain of

only 1.774. This was another positive finding from the study.

The teachers implementing the treatment programme were very positive toward the story and the

lessons. The greatest challenge they faced was time. The students were enthusiastic about the story

part of the program and doing the problem in class.

Kim, Mihyeon (2009) fount that the Relationship between thinking style differences and choice for

high-achieving high school students.

The findings of this study demonstrated that the effect of programme on different thinking styles was

significant (P<.05) and the effect of gender on different thinking style was significant (P<.01). Also,

the findings showed that external thinking g style was a good predictor for choosing the social

science area for torture caners. However, students with a higher external thinking style chose

computer and math areas 73% less than students with lower external thinking style. Also findings of

the study demonstrated that students’ passions for a specific subject and family environment were

also important factors influencing caver choices of high achieving high school students.

The study suggested the important of taking thinking styles into consideration for the careered

development of high-achieving adolescents. In addition, the environmental influences of parents,

family, and schools are also important considerations for study’s career development, along with

students with inherent interest in a subject. Therefore, parents, teachers, and guidance counselor

should be recognizing their own critical role in shaping students’ career development.

SINGNIFICANCE OF THE STUDY

We have a natural tendency towards one way of thinking, two sides of our brain work together in our

everyday lives. The right side of the brain focuses on the visual, and processes information in an

intuitive and simultaneous way, looking first at the whole picture then the details. The focus of the

left brain is verbal, processing information in an analytical and sequential way, looking first at the

pieces then putting them together to get the whole. Educators must make provisions for individual;

differences in learning styles by providing alternative grouping arrangements, instructional material,

time frames and so on. Instruction for beginning language learners, in particular, should take into

account their need for context-rich, meaningful environments. Individual differences in learning style

may not be a simple matter of personal preference, but rather of individual differences in the

hardwiring of the brain and thus, beyond individual control. Most people have dominant side of

brain. Dominance goes into effect when thinking becomes increasingly more complex. Although

each sides of brain have its own set of in information processing and thinking.

Thinking styles in higher secondary is a turning point in an individual life. Therefore cerebral

dominance and thinking style are very closely related. Thinking style refers to the knowledge

attained or skills developed in the school subjects, usually designed by test, art and craft creative

works given by the teachers or by different concepts assigned by teachers. Thinking style of the

students depends upon so many factors. Cerebral dominance is one of the factors. This factor is in

positive, and then they will lead to good thinking styles which in turn help the students to develop

their problem solving skills. Therefore the investigator has selected the problem.

STATEMENT OF THE PROBLEM

TITLE

BRAIN DOMINANCE, THINKING STYLES AND PROBLEM SOLVING SKILLS OF THE


OPERATIONAL DEFINITIONAL DEFINITIONIS

The investigator adopted the following operational definitions for the terms used in this title.

BRAIN DOMINANCE

Each People have a dominant side of the brain. Individuals who are predominantly left sides tend to

be more verbal, analytical and problem solvers; while individuals who are predominantly right sided

tend to be artistic, good with mathematics, and more visual in nature. Cerebral dominance refers to

the extreme use of left or right or whole brain

THINKING STYLES

Thinking is behaviour which is often implicit and hidden and in which symbols (images, ideas, and

concepts) are ordinarily employed. Garrett (1968)

Here, it refers to the way of using the mind to form the different thoughts like synthesis thinking,

idealistic thinking, pragmatic thinking, analytical thinking and realistic thinking at their higher

secondary level.

PROBLEM SOLVING SKILLS

“Problem solving is a process of overcoming difficulties that appear to interfere with the attainment

of a goal. It is a procedure of making adjustment in spite of interferences”. Skinner (1968)

Here, Problem solving refers to the mental process and is part of the larger problem process that

includes problem finding and problem shaping. Considered the most complex of all intellectual

functions, problem solving has been defined as higher-order cognitive process that requires the

modulation and control of more routine or fundamental skills. Problem solving occurs when an

organism or an artificial intelligence system needs to move from a given state to a desired goal state.

Higher Secondary students

Here, it refers to the Students studying in XI and XII standards in higher secondary schools.

GENERAL OBJECTIVES

1. To find out the level of brain dominance of the higher secondary students

2. To find out the level of thinking styles of the higher secondary students

3. To find out the level of problem solving skills of the higher secondary students

4. To find out the relationship between brain dominance and thinking styles of the higher secondary

students.

5. To find out the relationship between thinking styles and problem solving skills of the higher

secondary students.

6. To find out the relationship between brain dominance and problem solving skills of the higher

secondary students.

SPECIFIC OBJECTIVES

1. BRAIN DOMINANCE OF THE HIGHER SECONDARY STUDENTS

a. To find out whether there is any significant difference between higher secondary students in their

brain dominance with respect to the background variables such as (a) Gender (b) Locality Residence

(c) Type of family, (d) medium of instruction, (e) Locality of the school

b. To find out whether there is any significant difference among higher secondary students in their

Brain Dominance with respect to the background variables such as (a) Educational District (b)

Community, (c) Religion, (d) Birth order, (e) Type of school, (f) Nature of school

c. To find out whether there is any significant association between brain dominance of higher

secondary students with respect to the background variables such as (a) Family Income(b) Parent’s

Education, (c) Parent’s Occupation

2. THINKING STYLES OF THE HIGHER SECONDARY STUDENTS


Thinking styles with respect to the background variables such as (a) Gender (b) Locality Residence

(c) Type of family, (d) medium of instruction, (e) Locality of the school


Thinking styles with respect to the background variables such as (a) Educational District (b)


c. To find out whether there is any significant association between Thinking styles of higher



3. PROBLEM SOLVING SKILLS OF THE HIGHER SECONDARY STUDENTS


Problem solving skills with respect to the background variables such as (a) Gender (b) Locality

Residence (c) Type of family, (d) medium of instruction, (e) Locality of the school


Problem solving skills with respect to the background variables such as (a) Educational District (b)


c. To find out whether there is any significant association between Problem solving skills of higher



4. RELATIONSHIP BETWEEN BRAIN DOMINANCE AND THINKING STYLES OF THE


To find out whether there is any significant relationship between brain dominance and thinking styles

of the higher secondary students with respect to the background variables (a) Educational District (b)

Gender (c) Residence (d) Type of family, (e) Birth order, (f) Community, (g) Religion, (h) Medium

of instruction, (i) Locality of the school (j) Type of school, (k) Nature of school (l) Family

Income(m) Parent’s Education, (n) Parent’s Occupation

5. RELATIONSHIP BETWEEN THINKING STYLES AND PROBLEM SOLVING SKILLS OF

THE HIGHER SECONDARY STUDENTS

To find out whether there is any significant relationship between thinking styles and problem solving

skills of the higher secondary students with respect to the background variables (a) Educational

District (b) Gender (c) Residence (d) Type of family, (e) Birth order, (f) Community, (g) Religion,

(h) Medium of instruction, (i) Locality of the school (j) Type of school, (k) Nature of school (l)

Family Income(m) Parent’s Education, (n) Parent’s Occupation

6. RELATIONSHIP BETWEEN BRAIN DOMINANCE AND PROBLEM SOLVING SKILLS OF


To find out whether there is any significant relationship between brain dominance and problem

solving skills of the higher secondary students with respect to the background variables (a)

Educational District (b) Gender (c) Residence (d) Type of family, (e) Birth order, (f) Community, (g)

Religion, (h) Medium of instruction, (i) Locality of the school (j) Type of school, (k) Nature of

school (l) Family Income(m) Parent’s Education, (n) Parent’s Occupation

NULL HYPOTHESES

1. BRAIN DOMINANCE OF THE HIGHER SECONDARY STUDENTS

a. There is no significant difference between higher secondary students in their brain dominance with

respect to the background variables such as (a) Gender (b) Locality Residence (c) Type of family, (d)

medium of instruction, (e) Locality of the school

b. There is no significant difference among higher secondary students in their Brain Dominance with

respect to the background variables such as (a) Educational District (b) Community, (c) Religion, (d)

Birth order, (e) Type of school, (f) Nature of school

c. There is no significant association between brain dominance of higher secondary students with

respect to the background variables such as (a) Family Income(b) Parent’s Education, (c) Parent’s

Occupation

2. THINKING STYLES OF THE HIGHER SECONDARY STUDENTS

a. There is no significant difference between higher secondary students in their Thinking styles with

respect to the background variables such as (a) Gender (b) Locality Residence (c) Type of family, (d)

medium of instruction, (e) Locality of the school

b. There is no significant difference among higher secondary students in their Thinking styles with

respect to the background variables such as (a) Educational District (b) Community, (c) Religion, (d)

Birth order, (e) Type of school, (f) Nature of school

c. There is no significant association between Thinking styles of higher secondary students with

respect to the background variables such as (a) Family Income(b) Parent’s Education, (c) Parent’s

Occupation

3. PROBLEM SOLVING SKILLS OF THE HIGHER SECONDAY STUDENTS

a. There is no significant difference between higher secondary students in their Problem solving

skills with respect to the background variables such as (a) Gender (b) Locality Residence (c) Type of

family, (d) medium of instruction, (e) Locality of the school

b. There is no significant difference among higher secondary students in their Problem solving skills

with respect to the background variables such as (a) Educational District (b) Community, (c)

Religion, (d) Birth order, (e) Type of school, (f) Nature of school

c. There is no significant association between Problem solving skills of higher secondary students

with respect to the background variables such as (a) Family Income(b) Parent’s Education, (c)

Parent’s Occupation

4. RELATIONSHIP BETWEEN BRAIN DOMINANCE AND THINKING STYLES OF THE


There is no significant relationship between brain dominance and thinking styles of the higher

secondary students with respect to the background variables (a) (a) Educational District (b) Gender

(c) Residence (d) Type of family, (e) Birth order, (f) Community, (g) Religion, (h) Medium of

instruction, (i) Locality of the school (j) Type of school, (k) Nature of school (l) Family Income(m)

Parent’s Education, (n) Parent’s Occupation

5. RELATIONSHIP BETWEEN THINKING STYLES AND PROBLEM SOLVING SKILLS OF


There is no significant relationship between thinking styles and problem solving skills of the higher

secondary students with respect to the background variables (a) Educational District (b) Gender (c)

Residence (d) Type of family, (e) Birth order, (f) Community, (g) Religion, (h) Medium of

instruction, (i) Locality of the school (j) Type of school, (k) Nature of school (l) Family Income(m)

Parent’s Education, (n) Parent’s Occupation

6. RELATIONSHIP BETWEEN BRAIN DOMINANCE AND PROBLEM SOLVING SKILLS OF


There is no significant relationship between brain dominance and problem solving skills of the

higher secondary students with respect to the background variables (a) Educational District (b)

Gender (c) Residence (d) Type of family, (e) Birth order, (f) Community, (g) Religion, (h) Medium

of instruction, (i) Locality of the school (j) Type of school, (k) Nature of school (l) Family

Income(m) Parent’s Education, (n) Parent’s Occupation

TOOLS PROPOSED TO USE

The following tools will be used for data collection.

1. Brain dominance inventory

2. Thinking styles inventory

3. Problem solving skills

METHOD PROPOSED TO USE

The investigator has proposed to adopt survey method for the present study.

Population for the Study

The population for the study will be the higher secondary students in Tirunelveli District

SAMPLE

The investigator will use stratified random sampling technique for selecting the sample. The

investigator will visit the higher secondary schools in Tirunelveli, Tutuicorin and Kanyakumari

districts for collection of data. The sample will consist of 800 higher secondary students.

STATISTICAL TECHNIQUE PROPOSED TO USE

For analyzing data for following statistical techniques will be used.

1. Mean standard deviation

2. Fixing levels.

3. ANOVA

4. Chi-Square test

5. Critical ration test(t’ test)

6. Pearson product moment co-efficient of correlation and

7. Multiple correlations

LIMITATION FOR THE STUDY

1. The study is limited to the three Educational districts in Tirunelveli District.

2. Only the higher secondary students are taken as the sample.

CHAPTERISATION

Chapter I : Introduction and conceptual frame work

Chapter II : Review of related Literature

Chapter III : Methodology

Chapter IV : Analysis of Data

Chapter V : Findings, Conclusions and Suggestions

Time budgeting

The investigator has proposed the following breakup of the schedule for the completion of the

research work.

a. Collection of literature 5 Months

b. Construction and validation of tools 5 Months

c. Collection of data 5 Months

d. Data analysis 5 Months

e. Chapter writing 5 Months

f. Typing and binding 5 Months

g. Editing and revising 6 Months

Total 36 Months

RELATIONSHIP BETWEEN BRAIN DOMINANCE AND ACADEMIC

ACHIEVEMENT OF HIGHER SECONDARY STUDENTS IN ZOOLOGY

X. VENGO REGIS

INTRODUCTION

If a man of a last century rises to life today he will find it difficult to recognize the

face of the earth. The science and technology has developed by leaps and bounds. Man,

being a social animal finds meaning only in relation with other; at the same time he is a

thinking being. The thinking activity reflects his existence. Thus, by applying his i.e.

dreams and expectations mind on the reality, he is able to effect a vast change in his

living. Differentiated from the animals with his sixth sense, he projects himself as a

supreme creature in the world. In other words, the man exploits god-given brain to the

maximum and makes his living a meaningful one. His brain activity is classified further,

under science into left-brain and right brain. Scientists, after a long research of human

activities, have found out the dominance of brain particularly in the process of education.

Education is a main force which influences the quality of life; it adds new

dimensions to our present and future scenario. It is a tool in the hands of elders towards

the construction of new society. By analyzing the brain dominance of the students and

designing the curriculum to suit the needs of the students we will be able to mould the

young generation as the future citizen of our country. Therefore it is imperative that we

analyze the relationship between brain dominance and academic achievement of higher

secondary students.

BRAIN DOMINANCE AND ACADAMIC ACHIEVEMENT

Brain Dominance

Each person has a dominant side of the brain.Individuals who are predominantly left sides

tend to be more verbal, analytical and problem solvers; while individuals who are

predominantly right sided tend to be artistic, good with mathematics, and more visual in

nature.Brain dominance refers to the extreme use of left or right or whole brain.

Achievement

It refers to performance in given skill or body of knowledge.

SIGNIFICANCE OF THE STUDY

We have a natural tendency towards one way of thinking, two sides of our brain work

together in our everyday lives.The right side of the brain focuses on the visual, and

processes information in an intuitive and simultaneous way, looking first at the whole

picture then the details.The focus of the left brain is verbal, processing information in an

analytical and sequential way, looking first at the pieces then putting them together to get

the whole.Educators must make provisions for individual; differences in learning styles

by providing alternative grouping arrangements, instructional material, time frames and

so on.Instruction for beginning language learners, in particular, should take into account

their need for context-rich, meaningful environments.Individual differences in learning

style may not be a simple matter of personal preference, but rather of individual

differences in the hardwiring of the brain and thus, beyond individual control.Most

people have dominant side of brain.Dominance goes into affect when thinking becomes

increasingly more complex.Although each sides of brain have its own set of in

information processing and thinking.

Achievement in higher secondary is a turning point in an individual life.Therefore brain

dominance and achievement are very closely related.Achievement refers to the

knowledge attained or skills developed inn the school subjects, usually designed by test

scores or by marks assigned by teachers.Achievement of the students depends upon so

many factors.Brain dominance is one of the factors.This factor is in positive, and then

they will lead to good achievement.Therefore this study gives importance to higher

secondary students.So the investigator selected the problem.

OBJECTIVES OF THE STUDY

1. To find out the level of brain dominance and its dimensions of the higher secondary

students in zoology, with reference to background variables.

2. To find out the level of achievement of higher secondary students in zoology with

reference to background variables.

HYPOTHESES OF THE STUDY

1.To find out the significance difference in

brain dominance and its dimensions of higher secondary students with reference

to nature of management.

2.To find out the significance difference in

brain dominance and its dimensions of higher secondary students with reference

to medium of instruction.

3.To find out the significant difference in

achievement of the higher secondary students in zoology with reference to sex.

METHOD OF STUDY

The present investigation was undertaken by using the survey method among higher

secondary students in Cheranmahadevi educational district.Survey method is a procedure

in which data is systematically collected from a population through some from of direct

solicitation such as interview, questionnaire and attitude scales.Survey referees to the

gathering of the data regarding current condition, an academic achievement, the quarterly

examination of the higher secondary students had taken and the scores were statistically

treated to find out the effectiveness.

TOOL USED IN THIS STUDY

The investigation of the present study has chosen the following tool for data collection, that

is, brain dominance inventory tool developed by Evelyn C. Davis, Ed.D.

STATISTICAL TECHNIQUE USED

In this present investigation the following statistical techniques were used.

1.Measure of central; tendency (Mean)

2.Measure of variability (Slandered

Deviation)

3.t test (to be find the level of significance)

4.ANOVA and

5.Chi-square

SAMPLE OF THE STUDY

The present study consists of 200 samples which are consists of 112 girls and 88 boys were

taken from pure science and math biology group students in higher secondary.The sample

was taken from Cheranmahadevi educational district which is come under the Tirunelveli

district, TamilNadu, India.

Table. 1

difference between government and private school management students with reference to

brain dominance and its dimensions

DimensionNature of

ManagementMean S.D N df ‘t’ Remark

Right hemisphere (a)Govt. 12.43 3.53 93

198 2.67 SPrivate 11.17 3.09 107

Left hemisphere(b)Govt. 9.75 5.34 93

198 1.30 NSPrivate 8.91 3.50 107

Middle hemisphere (c)Govt. 15.56 4.33 93

198 2.24 SPrivate 5.01 4.80 107

Since, the calculated value of ‘t’ is greater that the table value (1.96) at 5% level for 198

degree of freedom, the Null hypothesis is rejected.

When compare to the mean score of the Government and private school students with

reference to the right hemispheric dominance (a), government school (M=12.43) students

are better than the Private school (M=11.17) students.

When compare to the mean score of the Government and private school students with

reference to the middle hemispheric dominance (c), Private school (M=4.80) students are

better than the Government school (M=4.33) students.

Since, the calculated value of ‘t’ is less than the table value (1.96) at 5% level for

198 degrees of freedom; the hypothesis 1 b is accepted.

TABLE. 2

difference between english medium and tamil medium students with reference to brain

dominance and its dimensions

DimensionMedium of

instructionMean S.D N df ‘t’ Remark

Right hemisphere (a)Tamil 11.33 3.74 15

198 0.46 NSEnglish 11.73 3.33 185

Left hemisphere(b)Tamil 11.00 3.18 15

198 2.06 SEnglish 9.16 4.53 185

Middle hemisphere (c)Tamil 12.00 4.02 15

198 2.31 SEnglish 14.52 4.64 185

Since, the calculated value of‘t’ is greater the table value (1.96) at 5% level for 198 degree of

freedom, the Null hypothesis is rejected.

When compare to mean scores of Tamil and English medium students with reference to left

hemispheric dominance (b), English medium students (M=11.73) are better than the

Tamil medium (M=11.33) students

When compare to mean scores of Tamil and English medium students with reference to

middle hemispheric dominance (c), English medium students (M=14.52) are better than

the Tamil medium (M=12.00) students.

Since, the calculated value of‘t’ is less than the table value (1.96) at 5% level for

198 degrees of freedom, the hypothesis 2 a, is accepted.

Table. 3

difference between 16 year old students and 17 year old students with reference to academic

achievement with respect to age

Variable Category Mean S.D N df t Remark

AGE16 65.24 16.60 75

198 1.52 NS17 68.69 3.67 125

Since, the calculated value of‘t’ is less than table value (1.96) at 5% level for 198

degree of freedom,the Null hypothesis 3 is accepted.

IMPORTANT FINDINGS

1. When compare to the mean score of the Government and private school students

with reference to the right hemispheric dominance (a), government school

(M=12.43) students are better than the Private school (M=11.17) students in their

brain dominance.

When compare to the mean score of the Government and private school

students with reference to the middle hemispheric dominance (c), Private school

(M=4.80) students are better than the Government school (M=4.33) students in

their brain dominance.

2. When compare to mean scores of Tamil and English medium students with

reference to left hemispheric dominance (b), English medium students (M=11.73)

are better than the Tamil medium (M=11.33) students in their brain dominance.

When compare to mean scores of Tamil and English medium students

with reference to middle hemispheric dominance (c), English medium students

(M=14.52) are better than the Tamil medium (M=12.00) students in their brain

dominance.

3. There is no significant difference between 16 and 17 year old students in their

academic achievement.But, when compare to the mean scores, 17 year old student

are better (M=68.69) than 16 year old students (M=65.24)

RECOMMENDATIONS

1.The teachers can be trained in operating

computer system, so that they could create power point slides and use flash

movie maker for better learning and information gathering.

2.The teachers can be trained to prepare

learning materials which are whole brain compatible.

3.The teachers can be given training on ICT

based pedagogy.

4.The students may be trained use different

styles of learning.

5.The teachers can use McCarthy’s 4 MAT

models for teaching in Zoology.

6.The teachers can be given training on

multiple intelligence based teaching.

REFERENCE

1.Aggarwal, J.C. (2000) “Essential of

educational psychology” Vikas publishing HousePvt. Limited, New Delhi.

2.Best John W., Kahn, and James (1998)

Research in education.Prentice Hall of India Pvt. Ltd.New Delhi

3.Dwivedi, R.S. (1997) “Research methods in

Behavioural sciences” Macmillan India limited

4.Kathleen M Galotti (1999) Cognitive

psychology” an international publishing company

5.Taschetta, J.J. (1990) “The whole brain

approach in teaching engineering technology” New York.

6.Gonzales-Mena, Janet (1977) “Right Brain

thinking and Teacher Education.Published by journal articles of opinion papers,

vol.66 page no. 31-46 sep.1982.

7.Marini, A. Carlomangno, S. (2005) “The

role played by the Right Hemisphere in the organization of complex textual

structures”.Journal of Brain and language vol.93, page no.46-54, April 2005.

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brain dominance thinking styles and problem solving skills of higher secondary students introduction

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students problem

powers of thinking

modes of thinking

right brain approaches

collaborative problem

students cognitive processes

students cognitive activity

populations of students