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 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 HIGHER SECONDARY STUDENTS
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
a. To find out whether there is any 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. To find out whether there is any 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. To find out whether there is any 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 SECONDARY STUDENTS
a. To find out whether there is any 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. To find out whether there is any 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. To find out whether there is any 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 HIGHER SECONDARY STUDENTS
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 THE HIGHER SECONDARY STUDENTS
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 HIGHER SECONDARY STUDENTS
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 THE HIGHER SECONDARY STUDENTS
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 THE HIGHER SECONDARY STUDENTS
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