Hemispheric Brain Dominance and Mathematics Performance of Western Visayas College of Science and Technology Students – Phase III

Abstract

This study was anchored in the Split-Brain or Lateralization Theory of Roger Wolcott Sperry which states that the brain is divided into two hemispheres, the left hemisphere, and the right hemisphere. This was conducted to determine the significance of the difference in the mathematics(math) performance of the participants when they were grouped according to their hemispheric dominance (HD) and program. There were 172 first-year participants of Western Visayas College of Science and Technology, Iloilo City in phase I (SY 2011-2012). This was reduced to 120 participants in phase II (SY 2012-2013) and to 88 participants in phase III (SY 2013-2014). The participants’ HD was determined by the use of a researcher-made 46-item Hemispheric Brain Dominance Test while their mathematics performance was based on their average final grades in their Math classes. The statistical tools used were the mean, standard deviation, Mann-Whitney, Kruskal-Wallis, and Post hoc tests. The test in the hypothesis was set at .05 alpha level. Results showed that as an entire group, the left brain was the dominant brain hemisphere among the participants in phases I, II and III. In phase I and II, the participants had “fair” mathematics performance while phase III had “good” mathematics performance. When the participants were grouped according to their hemispheric dominance in phase I, the participants who were right-brain dominant had “conditional” mathematics performance while in phase II and III, they had “fair” mathematics performance. Those which were left-brain dominant in phase I had “fair” mathematics performance while in phase II and III, they had “good” mathematics performance. In phases, I, II and III of the study, significant differences existed in the level of mathematics performance when the participants were grouped according to their hemispheric brain dominance. The left brain dominant participants performed better in their mathematics performance than the right brain dominant participants. In phases, I, II and III, significant differences existed in the level of mathematics performance when the participants were grouped according to their program. The Post hoc (Scheffe) test results showed that BS Math significantly differs in their math performance from BSECE and BSMEAE participants. Furthermore, BSECE significantly differs in their math performance from BSEd and BSMEAE participants. Also, BSMEAE significantly differs from BSEE and BSEd participants in their math performance. There is no significant difference in the hemispheric brain dominance of the participants when they were grouped according to the phase of the study. This implies that the hemispheric brain dominance of the participants did not change for the last three years. It is highly recommended to administrators and guidance counselors to assess the brain dominance of the incoming freshmen and give priority to left-brained students for Math-laden courses. More researches should be conducted in different subjects, programs, and backgrounds to add support to this study.