The Brain Processing Styles of Teachers and Learners as Related to Academic Performance of Students :Prospect for a Pedagogical in-Service Training

Abstract

INTRODUCTION

The study sought to answer these questions: What is the brain processing style of the teachers? How significantly different are the brain processing styles of teachers and learners? How is the teacher's brain processing style associated with the academic achievement of the learners? How is the pupil's brain processing style related to his or her academic performance?

METHODS

The study was administered to 110 teachers from all grade levels and ten students under them. A descriptive survey was used about the processing styles of Alfonso teachers and learners as measured from GPA. Checksheets were used as designed by the Center for Learning and Teaching Styles, Philippines. Mean, Percentages, T-Test, and Chi-Square were used in the study.

RESULTS

The study revealed that teachers are 76.37% Analytic, 20.9% bilateral and 2.72% Global. The pupils are 46% Analytic 43% bilateral and 11% Global. The value of 7.34 means that teachers are moderately analytic and at 9 pupils are bilateral. The difference between 1.71 revealed a significant difference in learning styles. The t-value of 7.59 which was greater at .01 and at .05 rejected the null hypothesis showing that there is a significant difference between the brain processing styles of teachers and learners. Moderately analytic teachers are significantly different from their bilateral pupils. In brain-processing style of teachers as associated with academic achievement of learners, chi test revealed significant relationship from the t-value of 24.30 which was greater than 12.592 at 0.05 level of significance and still greater than 16.812 at 0.01 level of significance. In pupils' brain processing style as related to academic performance, Chi-square revealed a significant relationship with t-value of13.214 is greater than 12.592 at 0.05 level of significance.

DISCUSSIONS

Data suggested that there is a direct relationship between the teachers' learning style and the type of learners who will perform well in the class. Analytic teachers tend to develop analytic learners and global learners tend to develop global pupils. Most likely analytic teachers tend to fail to reach their global learners. The same thing happens between global teachers and analytic learners. The study suggested: the following: That learners came from different backgrounds and they can be helped if their thinking and learning styles are known by the teachers so that the style of teaching can be adjusted to their learning needs.