M.Ed Research Article

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

Dimension	Nature of Management	Mean	S.D	N	df	‘t’	Remark
Right hemisphere (a)	Govt.	12.43	3.53	93	198	2.67	S
	Private	11.17	3.09	107
Left hemisphere (b)	Govt.	9.75	5.34	93	198	1.30	NS
	Private	8.91	3.50	107
Middle hemisphere (c)	Govt.	15.56	4.33	93	198	2.24	S
	Private	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

Dimension	Medium of instruction	Mean	S.D	N	df	‘t’	Remark
Right hemisphere (a)	Tamil	11.33	3.74	15	198	0.46	NS
	English	11.73	3.33	185
Left hemisphere (b)	Tamil	11.00	3.18	15	198	2.06	S
	English	9.16	4.53	185
Middle hemisphere (c)	Tamil	12.00	4.02	15	198	2.31	S
	English	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
AGE	16	65.24	16.60	75	198	1.52	NS
	17	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 House Pvt. 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.