In this study, the researchers explored the effectiveness of Whole Brain Teaching (WBT) in teaching circuits to Senior
High Students (SHS), particularly Academic track, STEM strand of K to 12 curriculum. Learning activities in electric circuits
were developed as WBT… More
In this study, the researchers explored the effectiveness of Whole Brain Teaching (WBT) in teaching circuits to Senior
High Students (SHS), particularly Academic track, STEM strand of K to 12 curriculum. Learning activities in electric circuits
were developed as WBT strategy and administered in a pretest-posttest design. To further analyze the effectiveness
of WBT, learning gains of respondents were compared to students exposed to the traditional method of teaching of
electric circuit. The result showed that SHS students attained 19.3% learning gain which is considerably small. However,
comparative statistical results gave a significant difference (t = 2.62, p = 0.007) in favor to WBT approach. Further,
a survey instrument was developed, validated, and administered to assess if using varied teaching strategies could
be linked to positive student perceptions of the teaching intervention. Further, regression analysis was conducted to
determine if such approaches were predictive to learning gains. Results showed that perceptions of the student have
no significant effect on their learning and no quadrant of the brain can be considered predictive on the learning gains.
Therefore, the result of the study may support the significance of catering the four brain quadrants in teaching for
conceptual understanding. Less