Campus Location
Abilene Campus
Date of Award
Spring 5-11-2019
Document Type
Manuscript
Department
Teacher Education
Degree Name
Master of Education in Teaching and Learning
First Advisor
Jill Scott
Second Advisor
Andrew Huddleston
Abstract
This study addresses the topic of whole brain teaching (WBT). The researcher sought to understand if WBT changed student achievement or student attitudes about math. The researcher also sought to understand students’ perceptions of WBT. The main purpose of this study was for the author to understand if WBT would help students better engage in and understand mathematics. The author collected data through student surveys, teacher and student interviews, personal research journals, and math assessment scores. The researcher used the constant comparative method to analyze the participants’ perceptions of WBT during mathematics instruction. Descriptive statistics were used to understand if WBT affected academic achievement. The data indicated that there were several misconceptions about WBT, but that the perceptions were overall positive. The research also found that WBT does in-fact change student attitudes about and achievement in math. This information may help teachers effectively implement WBT strategies into their own classrooms.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Bridges, Shelby, "Whole Brain Teaching in a Second Grade Classroom" (2019). Masters of Education in Teaching and Learning. 21.
https://digitalcommons.acu.edu/metl/21
Included in
Early Childhood Education Commons, Educational Methods Commons, Elementary Education Commons