Using herrmann whole brain teaching method to enhance students' motivation towards science learning

The purpose of this study was to investigate the effect of Herrmann Whole Brain Teaching Method (HWBTM) to enhance eighth grade students' motivation towards science learning in Jordan. The randomly selected sample (N=357) including students within the Bani Kananah Directorate of Education-Jordan. One hundred eighty-three (Male = 98, Female = 85) students were instructed using HWBTM whereas hundred seventy-four (Male = 82, Female = 92) students were taught how to use the conventional teaching method (CTM). Two instruments were developed: 1) Thinking Preference Questionnaire to classify participants based on their preferred thinking styles; and 2) Student’s Motivation towards Science Learning Questionnaire. Data were analyzed using a 2-way ANCOVA and Post Hoc with split file techniques and a significance threshold (α) of 0.05 using the SPSS software package. The results showed that HWBTM surpassed the CTM in enhancing students' motivation towards science learning. The results showed that there are no statistical significant differences amongst the students' preferred thinking styles across HWBTM on students' motivation towards science learning. However, there are differences across CTM. The results also showed that the main effect of students' gender on the post test score of students' motivation towards science learning were not found statistically significant.

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