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

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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