Results on academic performance in algebra, as evidenced by the average pretest and posttest scores of students taught using: Say no to plagiarism. Get a Custom Essay on “Why Violent Video Games Should Not Be Banned”?Get an Original EssayWhole Brain Teaching Techniques; and Conventional teaching techniques. Table 2: Pre-test and post-test scores of the experimental groupScore Pre-test Post-test Description34 – 40 0 ​​​​4 Exceptional31 – 33 0 2 Very satisfactory28 – 30 0 7 Satisfactory24 – 27 0 9 Fairly satisfactory0 – 23 30 8 Did not meet expectationsAverage 14.77 27.53The Data indicates that the pre-test scores of the 30 respondents in the experimental group range from 0 to 23, which can be described as not responding to expectations. The average pretest score of 14.77 can also be described as not meeting expectations. This may be because the learning skills are new to them and were not covered in Math 7. But after subjecting them to whole-brain teaching techniques, the post-test results show that There were 4 respondents with scores of 34 to 40 which can be described as exceptional; 2 respondents with scores of 31 to 33 which can be described as Very Satisfactory; 7 respondents with scores of 28 to 30 that could be described as Satisfactory; 9 respondents with scores of 24 to 27 which can be described as quite satisfactory; and 8 respondents with scores from 0 to 23 who can be described as not meeting expectations. The average post-test score of the experimental group which is 27.53 can be described as satisfactory. Table 3: Pre-test and post-test scores of the control groupScore Pre-test Post-test Description34 – 40 0 ​​​​1 Exceptional31 – 33 0 1 Very satisfactory28 – 30 0 5 Satisfactory24 – 27 0 10 Quite satisfactory0 – 23 30 13 N did not meet expectationsMean 14.90 24.27It can be taken from The table indicates that the pre-test scores of the 30 respondents in the control group range from 0 to 23, which can be described as did not meet expectations . The average pretest score of 14.90 can also be described as not meeting expectations. But after subjecting them to conventional teaching techniques, the post-test results show that there was 1 respondent with a score of 34 to 40 who can be described as exceptional; 1 respondent with a score of 31 to 33 which can be qualified as Very Satisfactory; 5 respondents with scores of 28 to 30 which can be described as Satisfactory; 10 respondents with scores of 24 to 27 which can be described as fairly satisfactory; and 13 respondents with scores from 0 to 23 who can be described as not meeting expectations. The average post-test score of the control group, which is 24.29, can be described as quite satisfactory. It was evident that the scores of students in both groups increased after subjecting them to whole-brain teaching techniques and conventional teaching techniques, but the increase was higher in the control group. experimental group which can be derived from the use of WBT techniques. This can be attributed to the study by Armijo (2009), cited in Lockhart (2016), that there is a positive correlation between the use of whole-brain teaching and student success, as this method has increased student motivation and engagement, which leads to improved academic performance. Results on the significant difference between academic performance in 8th grade algebra, indicated by the average pretest and posttest scores of students taught in using: Whole brain teaching techniques; and Techniquesconventional teaching methods. Comparative analysis of the pretest mean scores of the experimental and control groups Experimental control Mean 14.77 14.90 Mean difference 0.13 Calculated t-value -0.176 Critical value (α = 0.05, 2T, 58 df) 2.002 Ho decision: Not rejected Significance Not significantThe t-test for independent means revealed that there is no significant difference in the pretest mean scores of the experimental and control groups since the calculated t-value of -0.176 in absolute value is less than the critical value of 2.002 . This means that both groups have the same basic algebra knowledge at the start of the study. Significant critical value* (α = 0.05, 2T, 29 df) = 2.045The t-test for dependent means showed that there is a significant difference between the pretest and posttest mean scores of the experimental group since the calculated value of - 17.924 in absolute value The value is greater than the critical value of 2.045. Similarly, there is a significant difference between the pretest and posttest mean scores of the control group since the calculated t-value of -15.373 in absolute value is also greater than the critical value of 2.045. It was clear that students' scores increased after subjecting them to whole-brain teaching techniques that align with Armijo' (2009), cited in Lockhart (2016); and the findings of Torio and Torio (2015) that WBT has a positive impact on student achievement, but contradict those of Lockhart (2009), cited in Lockhart (2016), that whole-brain teaching has negative effects on the academic success of students. Similarly, students who learned to use conventional teaching techniques also performed well. Comparative analysis of the post-test mean scores of the experimental and control groups Experimental group Control group Average 27.53 24.27 Mean difference 3.26 Calculated t-value 2.857 Critical value (α = 0.05, 2T, 58 df) 2.002 Ho decision: Rejected Meaning Significant The t-test for independent Means revealed that there is a significant difference in the post-test mean scores of the two groups since the calculated t-value of 2.857 in absolute value is greater than the critical value of 2.002. Therefore, the null hypothesis that there is no significant difference between academic achievement in 8th grade algebra as indicated by the mean pretest and posttest scores of students taught using teaching whole brain and conventional teaching techniques, is rejected. This implies that using whole-brain teaching techniques is more effective in increasing 8th grade students' academic achievement in mathematics than using conventional teaching techniques. The result supports the studies of Awolola (2011); Rehman, et al. (2012); and Elsayed (2015) that the use of brain-based learning strategies increases students' academic performance in mathematics more than the conventional method of teaching. Our brain is involved in everything we do. It is therefore essential that schools provide positive experiences for every student for effective learning to take place (Jensen, 2008, cited in Kharsati & Prakasha, 2017). Research indicates that incorporating a brain-based learning strategy contributes significantly to improving students' academic performance and that a brain-based strategy is whole-brain teaching. WBT has been shown to be effective in many classroom settings in terms of capturing student interest, maintaining their attention, improving their behavior, increasing their engagement, motivation and achievement , like thereveal various studies. In this study, it was revealed that integrating whole-brain teaching techniques into the teaching and learning process can significantly increase students' mathematics achievement. This could be because multiple areas of the brain are activated when using WBT techniques throughout the lessons. This was evident during the study when the researcher observed that students were enthusiastic and participatory when Class-Yes was used. They respond immediately when called compared to students taught using conventional teaching techniques. Kelso's (2009) study confirms that students' positive response increases when attention-getting WBTs like Class-Yes were used in the classroom. The five classroom rules combined with the use of the dashboard have been helpful in establishing discipline in the classroom, as students are motivated to behave accordingly and participate in the discussion to avoid making sullen faces and to accumulate smiling faces. This way, students are focused throughout the course. Cape Gazette staff, cited in Kharsati & Prakasha, (2017) said that WBT improved students' concentration and attention in the classroom. The Teach-Okay and Switch, when first introduced, were a challenge. Not everyone participated, but as the days went by, students became familiar with the method and everyone became engaged and cooperative. The researcher also observed that the students in the experimental group understood the lesson more easily and that few questions were raised during the discussion compared to the students in the control group. According to Biffle (2013), students learn the most when they teach each other. Hands and eyes were helpful in attracting maximum attention from students, thereby maximizing instructional time. The mirror technique made it possible to represent various concepts and to facilitate the retention of material through gestures. Although it is difficult to search for appropriate gestures for abstract concepts, it has been strongly observed that students tend to remember the concept better when it is presented using gestures. Research proves that words accompanied by gestures lead to better memory retention (Howard-Jones, 2014). The whole-brain teaching method reaches diverse learners because of the memorable learning experiences that engage students in learning and, in turn, increase their academic performance. This study proved that whole-brain teaching has a positive impact on 8th grade students' academic performance in algebra. ConclusionThe academic performance of students in both groups is almost the same at the beginning of the study and both can be described as not meeting expectations. But after subjecting them to their respective treatments, the academic results of the experimental group which can be described as satisfactory are higher than those of the control group which can be described as rather satisfactory. The study found that the academic performance of both groups increased and the increase is higher in the experimental group, which can be derived from the use of whole-brain teaching techniques. The academic performance of students increased significantly after subjecting them to whole-brain teaching techniques and conventional techniques. teaching techniques. Therefore, whole-brain teaching techniques and conventional teaching techniques are both effective in improving the academic performance of 8th grade students in algebra. The results.