Abstract
The authors set out to determine the brain dominance characteristics of students enrolled in business statistics courses in a historically Black university in a major southeastern Texas city. Thereafter, the authors investigated the relationship between a student’s brain hemispheric preference and academic performance in college courses, which emphasize problem solving. The results reported in this study reveal that left brain– and right brain–dominant students are at parity when it comes to performance in a problem-solving course. Moreover, both left brain– and right brain–dominant learners perform better than whole-brain dominant learners in a problem-solving course.
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