Impact of whole brain teaching based instruction on ‎academic performance of grade 11 students in ‎mathamatic ‏

Improving students’  academic  performance  requires  the  teacher’s  knowledge  on  different classroom instructions based upon how the brain gathers and stores knowledge. One classroom instruction that engages different parts of the brain in an active instructional setting is a method known as Whole brain teaching. This study was conducted to determine the impact of Whole brain teaching or  WBT  on  academic  performance  of  grade  11 students  in  Algebra.  Quasi-experimental research method, specifically, pretest-posttest with control group using matched- subject design was employed in the study. Two heterogeneous classes were randomly selected and assigned as experimental and control groups. Pretest and posttest were used in measuring the academic performance of the students. The experimental group received instructions using WBT techniques whereas  the  control  group  underwent  the  same  pacing  and  content  using conventional  teaching  techniques.  Based on  the  data  gathered,  the  students’  academic performance increased significantly after subjecting them to WBT techniques and conventional teaching techniques. However, results of the posttest comparison of both groups showed that there  was  a  statistically  significant  difference  between  the  academic  performance  of experimental and control groups in favor of the experimental group. Thus, Whole brain teaching has a positive impact on academic performance of grade 11 students in Algebra.