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.
Abu Mallouh, M. (2001). Why students rejoice when the school year ends, Journal of Educational Visions, Qatar Centre for Educational Research and Development, 4,113 to 124.
Alaouneh, S. (2005). Motivation in psychology, theoretical and practical. (1st Ed.). Dar Al- Maserah, Amman, Jordan.
Anderson, A., Hamilton, R., & Hattie, J. (2003). Classroom climate and motivated behaviour in secondary schools. Learning Environments Research, (7), 211-225.
Bawaneh, A., Zain, A.N., & Salmiza, S. (2011). The Effect of Herrmann Whole Brain Teaching Method on Students' Understanding of Simple Electric Circuits. European Journal of Physics Education, 2(2), 1-23.
Bawaneh, A., Zain, A.N., & Salmiza, S. (2010). Investigating students' preferable learning styles based on Herrmann's whole brain model for the purpose of developing new teaching method in modifying science misconceptions. Educational Research (ISSN: 2141-5161), International Research Journals, 1(9) 363-372.
Baz, T., & Bawaneh, A. (2008). The effect of using conflict maps as an instructional tool in changing alternative conceptions of eight grade students in science in the Hashemite Kingdom of Jordan. The Educational Journal. University of Kuwit, 87(22), 149–189.
Brewster, C. & Fager, J. (2000).Northwest Regional Educational Libratory. Portland. http://www.nwrel.org/neguest/oct00/index.html.
Cole, N. S. (1997). The ETS gender study: How females and males perform in education settings. Educational Testing Services. Princeton, NJ, USA.
Cohen, J. W. (1988). Statistical power analysis for the behavioral sciences. Lawrence Erlbaum Associates. Hillsdale, NJ, USA.Dunn, R. (2000). Learning styles: Theory, research, and practice. National Forum of Applied Educational Research Journal, 13(1), 3-22.
Evans, J. (2007). Understanding thinking.Custom Books Publishing.
Felder, R. M. (1996). Reaching the second tier: Learning and teaching styles in college science education, J. Coll. Sci. Teaching, 23(5), 286-290.
Fennema, E., Carpenter, T., Franke, M., Levi, L., Jacobs, V., & Empson, S. (1998). New perspectives on gender differences in mathematics. Educational Researcher, 27(5), 4- 21.
Garcia, T. (1995). The role of motivational strategies in self-regulated learning. New Directions for teaching and learning, 63, 29-42.
Gibson, H. L., & Chase, C. (2002). Longitudinal impact of an inquiry-based science program on middle school students' attitudes toward science. Science Education, 86(5), 693-705.
George, D., & Mallery, P. (2000). SPSS for windows step by step. Allyn & Bacon. Massachusetts, USA.
Herrmann, N. (1988). The creative brain.Brain Books. Lake Lure, NC, USA.
Herrmann, N. (1989). The Creative Brain.Lake Lure, Brain Books. North Carolina, USA.
Jensen, E. (1996). Brain-based learning.TurningPoint Publishing. Del Mar, CA, USA.
Kaufman, E. K., Robinson, J. S., Bellah, K. A., Akers, C., Wittler, P. H., & Martindale, L. (2008). Engaging students with brain-based learning. Techniques, 83(1), 50-55.
King, M. (2003). The effect of formative assessment on student self-regulation, motivation belies and achievement in eliminating science. DAI, 64(2). (UMI No:3079312).
Kuyper, H., Werf, V. M., & Lubbers, M. J. (2000).Motivation, meta-cognition and selfregulation as predictors of long term educational attainment. Educational Research and Evaluation, 6(3), 181-201.
Lee, O., & Brophy, J. (1996). Motivational patterns observed in sixth-grade science classrooms. Journal of Research in Science Teaching, 33(3), 585-610.
Linn, M., & Hyde, J. (1998).Gender, mathematics, and science. Educational Researcher, 18(S), 17-27.
Lister, D. O. (2004). Effects of Traditional Versus Tactual and kinesthetic learning-style responsive instructional strategies on Bermudian learning–support sixth - grade students' social studies Achievement and Attitude-test scores. Research for Educational Reform, 10(2).
Mallak, H. (2008). The effectiveness of the systemic approach for teaching chemistry in the improvement of achievement scientific thinking and scientific attitudes at the secondary stage students in Jordan. Doctoral Thesis (Unpublished), Yarmouk University, Irbed, Jordan.
Masnick, A. M., Valenti, S., Stavros, C., Brian D., & Osman, C. J. (2010). A multidimensional scaling analysis of students' attitudes about science careers. International Journal of Science Education, 32(5), 653-667.
McCombs, B. L., & Whisler, J. S. (1997). The learner-centered classroom and school: Strategies for increasing student motivation and achievement. Jossey-Bass, San Francisco, USA.
Mills, D. L., Coffey-Corina, S. A., & Neville, H. J. (1993). Language acquisition and cerebral specialization in 20-month-old infants. Journal of Cognitive Neuroscience, 5, 317– 334.
National Science Foundation. (2002). Engineering Senior Design Projects To Aid Persons with Disabilities. John D. Enderle, Brooke Hallowell, Mansfield Center, Connecticut 06250, USA.Nawafleh, W. (2008). The effect of learning styles and matching instructional approaches on the immediate and retention achievement in chemistry on the 9th grade students. Doctoral Thesis (Unpublished), Yarmouk University Irbed, Jordan.
Nowell, A., & Hedges, L.V. (1998). Trends in gender differences in academic achievementfrom 1960 to 1994: An analysis of differences in mean, variance and extreme scores. SexRoles, 39, 21–43.
Obeidat, D., & Abu Al-Sameed, S. (2007). Brain, Teaching, and Thinking, (1st Ed.), Dar Al- Fiker, Amman, Jordan.
Obeidat, H. (2000). The effect of using the cooperative learning strategy and conceptual map to understand the concepts in ninth grade students in science. Master Thesis (Unpublished), University of Jordan, Amman, Jordan.
Obeido, M. (2009). The impact of using portfolios on stimulating motivation among 8th graders toward learning science. Master Thesis (Unpublished), Yarmouk University, Irbed, Jordan.
Odeh, A. (1993). Measurement and evaluation in the learning process. (1st Ed.), Dar Al- Amal, Irbid, Jordan.
Ormrod, J. (1995). Educational Psychology. (1st Ed).Prentice–Hall. Inc, New Jersey, DC. USA.
Osborne, J., Simon, S., & Collins, S. (2003). Attitudes toward science: A review of the literature and its implications. International Journal of Science Education, 25, 1049- 1079.
Pallant, J. SPSS Survival Manual (Third Edition).Open University Press. New York, USA.
Reiss, P. & Zhang, S. (2006). Why girls do better in mathematics in Hawai: A causal model of gender differences on selected and constructed-response items. Paper presented at the meeting of the American Educational ResearchAssociation, April-02, San Francisco, CA. USA.
Rogers, S., Ludington, J., & Graham, S. (1999). Motivation and Learning Peak Learning Systems.[Online].[Accessed 15, June, 2009]. Available from the World Wide Web: http:// peaklearn.com/chap1.htm.
Salamat, M. (2010).The impact of teaching Science using the scientific activities methodology on the achievement of eighth grade students, who have different mental capacities of the scientific concepts and the scientific attitudes development. Paper presented in the international Conference "Education in a Changing World", April 7-8, 2010, The Hashemite University, Zarqa, Jordan.
Salim, H. (1993). Low motivation of learning for eighth and tenth grades, and their relationship to some factors: Personality, family and school in the middle Valleys. Master Thesis (Unpublished), University of Jordan, Amman, Jordan.
Salili, F. (1996). Learning and motivation: An Asian perspective. Psychology and Developing Societies, 8, 55–81.
Salmiza, S. (2010).The Effectiveness of Brain Based Teaching Approach in Dealing with the Problems of Students‟ Conceptual Understanding and Learning Motivation towards Physics, Proceedings 2nd Paris International Conference on Education, Economy and Society – Paris 21-24 July 2010. 3, ISBN 9782953384284, 174-185.
Shakeshift, C. (1995). Reforming science education to include girls. Theory IntoPractice, 34(1), 74-79.
Shamshun Nisa, M. (2005). Kesanhipermediaterhadappemecutanpembelajarankonsep mitosis.Tesis Doktor Falsafah (Unpublished), Universiti Sains Malaysia. Penang, Malaysia.
She, H. C. (2003). Maximizing science learning through matching students' learning preference with teachers' teaching paper presented to 4th esera conference in Netherlands: research and the quality of science education. [online]. [Accessed 10 February 2008]. Available from the World Wide Web: http:// www1.phys.uu.nl/ esera 2003/ Programme/pdf/261S.Pdf.She, H. (2005). Promoting students' learning of air pressure concepts: The interrelationship of learning approaches and student learning characteristics. The Journal of Experimental Education, 7(1), 29-51.
Simpson, L. (2004). Student teacher exit portfolios: is it an appropriate measure and unique contribution toward the assessment of highly qualified teacher candidates. DAI-A, 65 /02.
Sjøberg, S., & Schreiner, C. (2005). How do learners in different cultures relate to science and technology? Results and perspectives from the project ROSE. Asia-Pacific Forum on Science Learning and Teaching, 6(2), 1–17.
Sousa, D. (1995). How the brain learns. A classroom teacher‘s guide. National Association of Secondary School Principals. Reston, Virginia. USA.
Sultan, A. & Jones, M. (1995). The effect of computer visual appeal on learners' motivation. (Report No. IR017641). Eyes on the futer; Chicago, IL, October 18-22, 1995, ERIC Document Reproduction Service No. ED391488.
Taber, K. (1991). Gender differences in science preferences on starting secondary school. Research in Science and Technological Education, 9(2), 245-252.
Thibert, G., & Karsenti, T. (1996).Motivation profile of adolescent boys and girls: gender differences throughout schooling. (Report No.RIEOCT 1996). Canada; Quebec: Counseling and Student Services. (ERIC Document Reproduction Service No. ED395248).
Tindall, T., & Hamil, B. (2004). Gender disparity in science education: The causes, consequences, and solutions. Education, 125 (2), 282-295.
Treagust, D., & Duit, R. (2009). The challenges ahead for research and development on conceptual change in science. Paper presented in 3rd International Conference on science and Mathematics Education (CoSMEd-2009). Improving Science and Mathematics Literacy: Theory, Innovation and Practice, 10-12 Nov-2009 Proceedings. Penang, Malaysia. Printed by DC press Enterprise, 8-14.
Tuan, H., Chin, C., & Shieh, S. (2005). The development of a questionnaire to measure students' motivation towards science learning. International Journal of Science Education. (27), 639-654.
Tuckman, B. (1999). Atripartite model of motivation for achievement: Attitude/Drive/Strategy. The Ohio State University. Annual meeting of the American Psychological Association, Boston, USA.
Vygotsky, L. (1978). Mind in Society: The development of higher psychological processes. Master Thesis, Harvard University Press, Massachusetts, USA.
Watanabe, R., & Ischinger, R. (2009). PISA 2006 Technical Report, Organization For Economic Co-Operation And Development OECD Publishing, 2, rue André-Pascal, 75775 PARIS CEDEX 16, PRINTED IN FRANCE. (98 2009 04 1 P), ISBN 978-92-64- 04808-9 – No.56393 2009.
Westat, J. F., Frierson, H., Hood, S., & Hughes, G. (2002). The 2002 User Friendly Handbook for Project Evaluation, Conrad Katzenmeyer, Program Officer and COTR, Division of Research, Evaluation and Communication, National Science Foundation, 4201 Wilson Blvd. Arlington, VA 22230.
Wolters, C. A. (1999). The relation between high school students' motivational regulation and their use of learning strategies, effort, and classroom performance. Learning and Individual Differences, 11(3), 281-300.