Abstract

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.