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| Autores principales: | , |
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| Formato: | Recurso digital |
| Lenguaje: | |
| Publicado: |
Zenodo
2026
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| Acceso en línea: | https://doi.org/10.5281/zenodo.18361339 |
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- <p>This study was conducted to examine the effects of Whole Brain Teaching on History knowledge among lower secondary students. A quasi-experimental research design was employed in this research. The research instruments consisted of pre and post knowledge tests administered before and after the instructional intervention. The analysis revealed a significant difference in post-test knowledge scores between the control and treatment groups. Findings indicated that the treatment group recorded a highly significant increase in post-test knowledge compared to the control group. The treatment group obtained a much higher mean score (M = 65.00, SD = 6.93) than the control group (M = 33.46, SD = 7.28). The t-test results showed a statistically significant difference, t (65) = -18.151, p < .001, indicating that Whole Brain Teaching had a clear positive effect on enhancing students’ History knowledge. These findings carry important implications for teaching and learning practices, particularly the need to strengthen the use of student-centred and multisensory instructional approaches such as Whole Brain Teaching. The study suggests that History teachers consider integrating Whole Brain Teaching techniques into classroom instruction to increase student engagement and knowledge acquisition. For future research, it is recommended that studies be conducted to investigate the effects of Whole Brain Teaching in other subjects to evaluate knowledge retention following the intervention.</p>