Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

Bachelor of Science in Nursing

The RELATIONSHIP BETWEEN BRAIN HEMISPHERE DOMINANCE AND THE PERFORMANCE IN A NURSING CORE SUBJECT AMONG NURSING STUDENTS

PONIO, KRISTIE ANNE FAITH L. PUEDAN, GINO CARLO D. RAFER, ALAIN BRIAN M. ROJAS, VICTOR IAN E. ROXAS, ANA MELIZA A. SABERON, MARIANNE IVES B. SALES, JOSE MARTIN K. SAN MIGUEL, MARIANELA E. UY, ROXANNE DIANE R. VERGARA, JOHANNA MAE A. VILLARAZA, DUSTIN KENT E. VILLARBA, LOVELLA ALMA J.

Henderson

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

Bachelor of Science in Nursing

Section B

THESIS ADVISER: Dean Carmel Villegas

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

Bachelor of Science in Nursing

Chapter 1 THE PROBLEM AND ITS BACKGROUND Introduction What is the brain doing when one thinks? says, but cant see or feel it working. One knows what it

It stores knowledge that had These information

been taught and learned from life experiences.

regarding things that one sees, hears, smells, tastes, and think of are processed in different sections of the brain. Location of feelings like anger, love, hate, sympathy, and so forth are known but none of these are visible while its happening.

Hippocrates, who examined the brain during the autopsies he performed, concluded that the brain of man is double. He was

referring to what is known now as hemispheres. These hemispheres are the two halves of the brain-the left hemisphere and the right hemisphere. The left hemisphere commands the right side of the body, and the right hemisphere commands the left side of the body. Functions of these hemispheres are not shared equally; one side of the brain may be more dominant. The left and right hemispheres can both reason but in different ways. The left brain is considered to be the analytical hemisphere, meaning the left brained people are usually good in math and logic and prefer reading and a quiet environment. On

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

Bachelor of Science in Nursing

the other hand, the right hemisphere is described as holistic or global and is thought to be involved more in functions such as spatial perception and musical ability. Right brained people are good in creative writing, art and prefer daydreaming, philosophy and sports.

There have been many studies on how the brain functions. Because of the discoveries of the functions and parts of the brain, many scientists pioneered to work and focus on studies about the hemisphere dominance of individuals. One has been made by Roger Sperry which tells that each half of the brain has different

characteristics and abilities. Another scientist, Ned Herrmann, also known as the Father of Brain Dominance Technology, incorporated the research of Paul MacLean of the Triune Brain and Roger Sperrys Left Brain/Right Brain function, and built a Whole Brain Model of cognitive preferences. Appendix A shows the whole brain model and its physiological roots

Brain function can be applied with the nursing curriculum. It is utilized specifically in different aspects of the curriculum since the subjects can both enhance the right and left brain hemispheres. Level I has subjects like man is society, general education and associated in health and science education which entails the use of the left

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

Bachelor of Science in Nursing

hemisphere. In level II, concepts of health promotion and prevention of disease are the main focus. In this level, the right hemisphere is gradually being introduced while the left hemisphere is being more developed. Level III focus more on concepts of illness (curative, rehabilitative). In this level there is a balance between the right and left hemisphere since the students are exposed in hospital setting. Level IV comprises preventive, promotive, curative and rehabilitative nursing management. In this level, right and left hemisphere are used. The brain hemisphere dominance is a helpful tool in developing a good quality nursing curriculum. Appendix B shows the conceptual

framework of the Bachelor of Science in Nursing (BSN) curriculum. The researchers became interested in the study because they want to know the connection of the Brain Hemisphere Dominance (BHD) with performance of nursing students as guided by the nursing curriculum. By conducting the study, the researchers want to

determine if there really is a relationship between nursing students BHD and their performance in a nursing core subject which is a combination of didactic classroom/ lecture learning and skills/ hands-on learning or known to nursing field as Related Learning Experience (RLE). In doing so, the researchers will gain knowledge on how the

brain works and will be able to understand some factors affecting students performance in their subject. More specifically the study will

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

Bachelor of Science in Nursing

try to determine a connection between brain function with nursing students performance. The researchers also noted that there are no other particular studies regarding the relationship of BHD and nursing students performance. Therefore, if proven to have a relationship, this study will be the first to establish significance of BHD use in the nursing field.

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

Bachelor of Science in Nursing

Theoretical Framework This study is based on the Whole Brain Model of Ned Herrmann or also known as the Four Quadrant Model. William E. Ned Herrmann (1922 December 24, 1999) who is known to be the Father of Brain Dominance Technology was famous for his research in creative thinking and whole-brain methods. For 20 years, he dedicated his life in applying brain dominance theory to teaching, learning, increasing self-understanding and enhancing

creative thinking capabilities on both an individual and corporate level. Herrmanns involvement to the application of brain dominance brought him worldwide recognition. In 1978, Ned Herrmann formulated the Herrmann Participant Survey Form to profile workshop participants thinking styles and learning preferences in accordance with the brain dominance theory. He developed and validated the Herrmann Brain Dominance

Instrument (HBDI), the scored and analyzed Participant Survey, and designed the Applied Creative Thinking Workshop (ACT), which has been recognized as a leading workshop on creative thinking.

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

Bachelor of Science in Nursing

The Whole Brain Model of Ned Herrmann was produced through the incorporated research of Paul Mclean of the Triune Brain Theory and Roger Sperry Lateralization. He was able to build a model of the human brain with two paired structures; these structures are the two halves of the cerebral system and the two halves of the limbic system. Due to these divisions, he differentiated the distinctive functions of the left and right brain and also distinguished specific functions of the limbic preference. Ned Herrmanns theory emphasized the concept of dominance. He believes that two of anything in the body, one side has a natural dominance over the other. The Herman Brain Dominance Model focuses on the Limbic and Cerebral layers of the brain because dominance can only take place between paired structures. It is a metaphorical interpretation on the way one thinks and his preferred ways of learning. Four distinct styles are shown in the Whole Brain Model. A continuity of progression was seen in the Whole Brain Model of cognitive preferences and a questionnaire called the HBDI. Herrmann then divided the brain into four different systems along with its different preferred styles, which became his inspiration to develop the Whole Brain Model. A: Left cerebral hemisphere - analytical

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

Bachelor of Science in Nursing

B: Left limbic system - sequential C: Right limbic system - interpersonal D: Right cerebral hemisphere - imaginative

As for the critiques, with the development of the model and questionnaires it seems to show little proof for differences in the left and right hand limbic systems. On the other hand, Herrmanns system does not try to be an accurate model on how the brain functions rather it should be considered of as a model of different styles partly inspired by the brain and result of extensive questionnaires. Four separate clusters seemed to emerge, as he developed his questionnaires. Substantial work has been tested to ensure the validity of this system with overall positive results. Similar works were done by Jacquelyn Wonder, Priscilla Donovan, Beverly Moore, and others. A more extensive International research was done by Kobus Neethling, under the research guidance of Prof. Paul Torrance of the University of Georgia, who developed the Neethling Brain Instrument (NBI).

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

10

Bachelor of Science in Nursing

The Whole Brain Model of Ned Herrmann became the

basis of the

researchers study because the Whole Brain Model can show the thinking process of nursing students particular BHD, which can explain the kind of performance nursing students manifest in their subject. Appendix C shows the whole brain model.

Conceptual Paradigm

Nursing Students BHD Profile

Performance Rating A. Academic Rating B. Clinical Performance Rating Performance

The independent variable of the study is the nursing students BHD profile. BHD results from the test that will be given by the researchers. The dependent variable of the study will be the performance ratings acquired by the nursing students in a level nursing core subject. Ratings will rely on the input of the respondents toward the subject, which will be graded by lecturers and clinical instructors.

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

11

Bachelor of Science in Nursing

Statement of the Problem The researchers aim to determine the relationship between BHD of nursing students and their performance in the nursing core subject. More specifically, this research aims to answer the following questions: 1. What is the profile of nursing students in terms of the following: 1.1. Gender 1.2 BHD 1.3 Grade 1.3.1. Lecture 1.3.2. RLE 1.4 Gender and BHD 1.5 BHD and Grade 1.5.1. Lecture

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

12

Bachelor of Science in Nursing

1.5.2. RLE

2. Is there a significant relationship between BHD of nursing students and their academic performance rating in a nursing core subject? 3. Is there a significant relationship between BHD of nursing students and their clinical performance rating in a nursing core subject?

Hypothesis Ho1: There is no significant relationship between BHD of nursing students and their academic performance rating in a nursing core subject Ho2: There is no significant relationship between BHD of nursing students and their clinical performance rating in a nursing core subject

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

13

Bachelor of Science in Nursing

Basic Assumptions 1. The researchers assumed that respondents will take the test seriously 2. The researchers assumed that the students are graded

individually

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

14

Bachelor of Science in Nursing

Significance of the Study The results of this study will benefit the following: Nursing Students. If the researchers are able to conduct the study properly, the nursing students will able to identify their type of brain hemisphere dominance and apply their learned knowledge from the study to facilitate in the improvement of their performance.

Specifically, if the nursing student is found to have a left brain dominance they will be able to improve skills of the right hemisphere and vice versa. Improving skills of the non-dominant hemisphere will then make the nursing students more balance. The study will also

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

15

Bachelor of Science in Nursing

serve as a tool for the students to expand techniques in skills application.

Nursing Faculty. Results of the study will aid clinical instructors and lecturers in the formulation of their teaching strategies to maximize the students learning capabilities to better understand the variations in the learning abilities of the students. Despite the nursing students from having different brain hemisphere dominance, meaning different skills capability, the clinical instructors and lecturers can still able to deliver optimal knowledge.

Institution.

If the study would result to improvement in the

performance of nursing students, it can be applied to other courses and even to the lower school, thus maximizing both students and educators capabilities. With this, schools can provide appropriate learning environment that molds globally competitive students.

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

16

Bachelor of Science in Nursing

Scope and Delimitation The conduct of this study included graduating nursing students, batch 2009.

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

17

Bachelor of Science in Nursing

The respondents gender are gathered. Their brain hemisphere dominance was tested. The researcher included their final ratings in both academic and clinical performance in a nursing core subject.

On the day of implementation, absent respondents were not included in the study.

Definition of Terms BHD

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

18

Bachelor of Science in Nursing

It is the tendency of a students brain to be prevalent on either left or right, or both by using the Brain Dominance Questionnaire. It is also known as brain hemisphericity, or brain lateralization or brain dominance.

Nursing Core Subject A BSN program which is a combination of didactic classroom and clinical experience. It is specifically known as Nursing Care

Management. This course provides the students the developmental theories and concepts to critically analyze the health needs and concerns of the individual, family, and community. Classroom and RLE will develop the knowledge, attitude, skills, values on health promotion and the identification and management of risk factors. Nursing Students This refers to students taking up BSN in Southville International School and Colleges (SISC) who have fulfilled all academic and clinical requirements, make-up duties for all year levels qualified for the pinning and clinical graduation. They will be identified in this study as: 1. Left-brained student/people/person or Left brainers (those who will have a left BHD)

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

19

Bachelor of Science in Nursing

2. Right-brained student/people/person or Right brainers (those who will have a right BHD) 3. Mid-brained student/people/person or Left brainers (those who will have a bilateral BHD)

Performance Refers to ability to do, carry out, accomplish school (Academic Performance) and medical (Clinical Performance) related tasks. School tasks will be measured using ratings given by lecturers while medical related tasks will be measured using ratings given by clinical instructors.

Chapter 2

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

20

Bachelor of Science in Nursing

REVIEW OF RELATED LITERATURE Conceptual Literature OVERVIEW This part of the thesis talks about the previous observations and studies made regarding the concepts in this study. It focuses on the interrelatedness as well as the different arguments made by the people who postulated on the important topics. It also contains two parts which are performance and brain hemisphere dominance. The part of performance comprises the academic and the skills or the clinical performance. The BHD is composed of the background of having a right, left, or bilateral BHD and its impact on learning and its effect on school performance.

I. Performance In 1975 Tuckman posited that performance is applied to label the observable and manifestation and of knowledge, It is skills, the

concepts,

understanding

ideas.

accomplishment of set tasks in a course objective in order to meet the requirement of examination syllabus. It is also the

application of a learning product that at the end of the process provides mastery. Likewise Wiseman in 1961 mentioned that

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

21

Bachelor of Science in Nursing

the acquisition of particular grades on examinations indicate candidates ability, mastery of the content, skills in applying learned knowledge to particular situations. A students

achievement is generally judged on examination performance. Success on examinations is a crucial indicator that a student has benefited from a course of study. However in 1974 Harrison posited that although an examination is not a perfect gauge of educational success of pupils, it is a vital indicator in ones countrys educational systems which cannot be ignored.

A. Academic Performance Many studies have been available about the prediction of academic achievement and diverse variables have been

suggested for this reason. In 1971 Hoyt said that, in general, one can distinguish between studies oriented towards intellectual traits and studies concerning non-intellectual characteristics of the student population. Nonintellectual traits such as socio-

economic status, sex, motivation, academic interests, personal adjustment to the university subculture, social maturity and emotional stability, personality style, extracurricular activities and choice of study field, yield a weaker correlation with

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

22

Bachelor of Science in Nursing

academic results. Also his one regular finding has been that the two sexes differ notably in their academic success. As wellknown, no fully satisfactory details for these findings was at hand.

In relation to intellectual traits, Jex in 1966 stated that there seems to be an apparent relationship between academic results and high school record and the results of some specific standardized achievement tests according to Fredericksen and Melville (1954). In a Miles study (1979), a major correlation is established between academic record and the mental ability at age 11.

B. Skills/Clinical Performance According to Lindgren in 1976 it is through skills that an individual acquires information. The necessity for information about the world is a challenge that one can only meet by acquiring and utilizing appropriate skills, and it is impossible to gain knowledge about skills without using information.

In 1993 Joan Freeman states that, Good intellectual skills have to be learnt, although basic sensory awareness naturally is

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

23

Bachelor of Science in Nursing

a normal condition. Meaning, ones intellectual capacity to manage incoming information, store it in flexible group in the memory, recover it for application to different situations, and accept new information, all have to be polished to reach levels of competency. This process requires directive teaching. All the senses are teachable to develop them into intellectual skills. She postulated that, the processes of intellectual growth are not restricted to the simple attainment of skills; each new skill adds to and changes what has already been tried out. Perception is learnt from familiarity and it affects reasoning: good reasoning based on mistaken perceptions will generate faulty conclusions. Good quality education is largely concerned with correcting misconception and by broadening a childs outlook, in such a way that the individual can reach personal conclusions from what Freeman has observed. She also argued that analytical skills are sometimes called successive progressing which uses information in a time sequence. Meaning that one thought must logically follow another. In that, each process is connected in the chain of reasoning being dependent on the last.

Accuracy is necessary in any field of work. It therefore means that, workers have to make the most of skills as possible

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

24

Bachelor of Science in Nursing

in ones area. By reading and listening, then the skill of comprehension will be improved. It can be noted that at the point where the students recognize what is anticipated, then they will be ale to carry out the tasks more competently. The ability to give attention to instructions is an important factor to be considered. This will enable the students to generate accurate work and efficient work.

McNicals observation in 1979 was that, in the act of any skill, the skill the student is consciously or unconsciously, based his/her movements on obtained knowledge. If the learner does not know the significant basic knowledge in certain areas, his/her performance will be deficient in some of the characteristics of the skill expected.

Irving on 1985 argued on the issue of study skills, that, the teaching of study skills has become a main issue. It was noticed over the years that despite the methods and materials of the teaching/learning process, many pupils are still unable to improve their learning.

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

25

Bachelor of Science in Nursing

In 1957 Whitson states that clinical experience is the heart of the nurses education. The information which the nursing

student reads in a textbook, the lectures she hears in the class, and the experiments she observes in the laboratory must be combined in the clinical area. The nursing student gains

knowledge by real experience in patient care; she learns to nurse by nursing.

II.

Brain Hemisphere Dominance The human brain is composed of two hemispheres. The left hemisphere receives motor and sensory input from the right side of the body, and the right hemisphere receives input from the left side of the body. When we bring the two systems together and begin the task of developing harmony and synchrony, the first step is to achieve an efficient balance between the two sides of the brain. Because most mental processes involve both sides of the brain, integration problems between the two hemispheres can result in inefficiencies in brain processes. The idea that the two hemispheres are specialized for dissimilar modes of thought has led to the concept of

hemisphericity- or also known as lateralization or dominance

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

26

Bachelor of Science in Nursing

which is the idea that a given individual relies more on one mode or hemisphere than on the other. As defined by Bradshaw & Nettleton (1981); McCarthy (1996); Springer & Deutsch (1993), brain hemisphericity is the trend of an individual to process information through the left hemisphere or the right hemisphere or in combination. This differential utilization is assumed to be reflected in the individuals cognitive style-the persons

preferences and approach to problem-solving. A tendency to use verbal or analytical approaches to problems is seen as proof of left-side hemisphericity, whereas those who favor holistic or spatial ways of dealing with information are seen as righthemisphere people. Ball (1884) stated: "Indeed, the important point . . . is not at all the preponderance of the left hemisphere over the right hemisphere; it is the superiority of one of the two halves of the organ [over the other]. In general, man chooses the left brain, in a few exceptional cases, he gives preference to the right side; but the thing that is necessary to establish, above all , is that man is not at all naturally ambidextrous like the animals; he is essentially unilateral. "

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

27

Bachelor of Science in Nursing

On the other hand there is an investigation of the specialized functions of the two hemispheres which suggested a new way to conceptualize hemispheric differences. Instead of a breakdown based on the category of tasks (for example, verbal or spatial) best performed by each hemisphere, a dichotomy based on different ways of dealing with information in general seemed to surface.

Jackson in 1868 proposed his idea of the leading hemisphere-a concept that may be viewed as the precursor of the idea of cerebral dominance. The two brains cannot be mere duplicates, Jackson further concluded that in most people the left side of the brain is the leading side-the side of the so-called will, and that the right is the automatic side.

Discoveries formed the basis of a widely held vision of the connection between the two hemispheres. One hemisphere, usually the left in right-handers, was seen as the director of speech and other advanced functions; the right, or minor, hemisphere, was without unique functions and subordinate to control by the dominant left. The derivation of the term cerebral dominance is obscure, but it captures nicely the idea of

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

28

Bachelor of Science in Nursing

one-half of the brain directing behavior. Even if the concept originally associated with this term underestimates the role of the right hemisphere, cerebral dominance is still widely used at present.

Regarding on how dominance came about, there are various explanations. One is about anatomical and organ

composition differences which include: 1. Notions on posterior versus frontal lobe functioning according to Exner (1881), 2. Structural asymmetries between the two hemispheres, which tended to be most pronounced in the spheno-temporal regions according to Luys (1879), Cunningham (1892) and Ebertaller (1890), 3. Weight difference between the two sides of the brain according to Boyd (1861), Thurman (1866), Broca (1866,1875), and van Biervliet (1899), 4. Blood-supply of the brain by de Fleury (1865) and Ogle (1871), which is in line with the carotid arteries asymmetry according to Broca (1877), Harris (1980), 6. The amount of grey and white matter according to Roques (1869), 7. There is also a study that states that there is a lateral differences in the brains composition according to Parrot (1879). Other theories involved developmental consideration which includes posterior versus frontal lobe development according to

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

29

Bachelor of Science in Nursing

Ecker (1868), and developmental differences between the frontal (and occipital) lobes of the two hemispheres according to Broca (1865). "Brain Dominance" is said to build up during childhood. This conclusion is affected by genetics, childhood experiences, and family environment. As Emerson in 1996 states that all theories suppose you are born either left or right brained and will not change. The event is three fold: 1. Born with it-gender and genes, 2. Environmental, 3. Choices made. The extent to which you are left or right brained, depends on the combination of these three, but the results are still left or right brained. But

according to recent studies by NBI it is possible to develop preferences and skills in any quadrant. In support to Emerson the HHMI investigator Christopher A. Walsh, postdoctoral fellow Tao Sun, and their colleagues at Beth Israel Deaconess Medical Center and Harvard Medical School, in 2005, found a gene called LM04 is expressed differently in the cerebral cortex in the left brain, compared to the right brain, may help recognize how in most people, one side of the brain achieves dominance over the other. It means that fine

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

30

Bachelor of Science in Nursing

differences in how a single gene works on opposite sides of the growing brain may clarify how various intellectual talents language, math skills, imagination -arise in specific sides of the brain in most people. Though Emerson said that one is born with his/her own BHD, it doesnt mean that it cannot change. According to NBI one is born with roughly 20-30% preference, while 70-80% develop through social and environmental interaction which led them to conclude that brain profile may change, but only if there are well-built reasons for this to arise. This may occur over a

long period of time because of changing interests, hobbies, environments and mentors. In rare cases changes occur over a short period of time because of momentous events or major lifestyle changes. Such brain profile changes maybe temporary. Kinsbourne in 1986 hypothesizes that the development of cerebral hemispheric tendency evolves by increases in

proficiency and, in each hemisphere, learning to give attention to contralateral stimuli. In several studies undertaken to verify this thesis, it was observed that giving the left lobe a verbal task reduced the left eye field superiority for recognizing faces; additionally, presenting a face recognition problem to the right

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

31

Bachelor of Science in Nursing

lobe reduced the' right field visual superiority for words. Therefore, one way to counteract a tendency for, left-

hemispheric dominance is to "prime" the right hemisphere's "pump" by looking at pictures or listening to music. Likewise, for the right-hemisphere dominant person, reading a book or listening to a lecture will set the stage for left hemisphere activity. In such a way one can momentarily lessen the dominance of one side of the brain and allow greater freedom for the other to apply itself cognitively (with its own separate data encoding system) to a problem. In relation to gender as a factor on BHD, there is an insight that the right side of the brain should become the female side of the brain. Quite early on, Victor Meunier had asserted his belief that there are between the respective modes of activity of the left brain and the right brain, differences analogous to those currently existing between the respective modes of activity of the male brain and that of the female (Delaunay, 1874).

In addition Joseph Buchanan in 1850 also had disputed for the relative masculinity and femininity of the left and right hemispheres. Based on certain craniological facts he had

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

32

Bachelor of Science in Nursing Buchanan centered

gathered

himself,

his

vision

of

complementary masculine/feminine functioning between the two brain halves. As he explained, When you examine the head of a right-handed man, you will find that the left hemisphere is the best developed, particularly in those portions which give muscular power and energy of character.

Moreover in 1871 Armand de Fleury had also called the right hemisphere female and the left male. Indeed, there seemed to have been a feeling among at least some neurologists that assigning genders to the two hemispheres of the brain was one suitable way of summing up their particular characteristics. Klippel (1898) still find it being said that the terms male

hemisphere and feminine hemisphere should render rather well the differences in nature between the two brains, of which one, more intellectual, is more stable, and of which the other, more excitable, is also more readily exhausted. Appendix D shows the verbal and spatial tasks for which there are sex differences in performance.

A. Left and Right BHD

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

33

Bachelor of Science in Nursing

The left side of the brain develops information in a linear approach. It process from part to whole. It takes pieces, lines them up, and assembles them in a logical order; then it draws conclusions. The right brain, though, processes from whole to part, holistically. It begins with the answer. It sees the big picture first, not the details. A right-brained person may have trouble following a lecture unless they are given the big picture first. That is why according to Dr. Carolyn Hopper in 2003 said that it is absolutely necessary for a right-brained person to read an assigned chapter or background information before a lecture or to survey a chapter before reading. If an instructor doesn't consistently give an overview before he or she begins a lecture, a right brained person may need to ask at the end of class what the next lecture will be and how he/she can prepare for it. If one is predominantly right-brained, they may also have trouble outlining. They are the student who needs to be familiar with why they are doing something. Left-brained students would do well to exercise their right-brain in such a manner. In addition to thinking in a linear manner, the left brain processes in sequence. The left-brained person is a list maker. Left-brained people would take pleasure in making a master schedule and doing daily planning. They finish tasks in order and

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

34

Bachelor of Science in Nursing

take pleasure in checking them off when they are accomplished. Likewise, learning things in sequence is relatively easy for them. The left brain is also at work in the linear and sequential processing of math and in following directions. By contrast, the approach of the right-brained student is random. Right-brained people may flit from one task to another. They will get just as much done but perhaps without having to attend priorities. An assignment may be behind schedule or incomplete, not because they weren't working, but because they were working on something else. They were prepared to rebel when asked to make study schedules for the week. But because of the random nature of their dominant side, they must make lists, and must make schedules. They should also make a special effort to read directions. Spelling is also a concern so they must not hesitate to use the dictionary. Because the right side of the brain is color sensitive, they might try using colors to learn sequence. Practicing everything in-order can help right brained people. If they consistently use the same sequence, they will

find that this strategy is transferable to many tasks involving sequence.

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

35

Bachelor of Science in Nursing

The left brain has no trouble dealing with symbols. The leftbrained person has a tendency to be comfortable with linguistic and mathematical endeavors. Left-brained students will probably just memorize vocabulary words or math formulas. The right brain, on the other hand, wants things to be concrete. The rightbrained person wants to see, feel, or touch the real object. Rightbrained students may have had trouble learning to read using phonics. They prefer to see words in context and to see how the formula works. To use ones right brain, create opportunities for hands-on activities. Use something real whenever possible. They may also want to draw out a math problem or illustrate their notes. The left brain processes in a linear, sequential, logical manner. When one process on the left side, they use information piece by piece to solve a math problem or work out a science experiment. When they read and listen, they look for the pieces so that they can draw logical conclusions. Their decisions are made on logic and proof. If one process primarily on the right side of the brain, they use intuition. They may know the right answer to a math problem but not be sure how they got it. They may have to start with the answer and work backwards. On a

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

36

Bachelor of Science in Nursing

quiz, they have a gut feeling as to which answers are correct, and they are usually right. In writing, it is the left brain that pays attention to mechanics such as spelling, agreement, and punctuation. But the right side pays attention to coherence and meaning; that is, their right brain tells them it "feels" right. Their decisions will be based on feelings. Left-brained students have little trouble expressing

themselves in words. Right-brained students may know what they mean but often have trouble finding the right words. The best illustration of this is to listen to people give directions. The left-brained person will say something like "From here, go west three blocks and turn north on Vine Street. Go three or four miles and then turn east onto Broad Street." The right-brained person will sound something like this: "Turn right (pointing right) by the church over there (pointing again). Then you will pass a McDonalds and a Walmart. At the next light, turn right toward the BP station." So how is this relevant to planning study strategies? Right-brained students need to back up everything visually. If it's not written down, they probably won't remember it. And it would be even better for right-brained students to illustrate it. They need to get into the habit of making a mental

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

37

Bachelor of Science in Nursing

video of things as they hear or read them. Right-brained students need to know that it may take them longer to write a paper, and the paper may need more revision before it says what they want it to say. This means allowing extra time when a writing assignment is due.

The left side of the brain deals with things the way they are-with reality. When left-brained students are affected by the environment, they usually adjust to it. Not so with right-brained students; they try to change the environment. Left-brained people want to know the rules and follow them. In fact, if there are no rules for situations, they will probably make up rules to follow. Left-brained students know the consequences of not turning in papers on time or of failing a test, but right-brained students are sometimes not aware that there is anything wrong. So, if one is a right-brained, make sure that they constantly ask for feedback and reality checks. It's too late the day before finals to ask if you can do extra credit. Keep a careful record of their assignments and tests. Visit with their professor routinely. While this fantasy orientation may seem a disadvantage, in some cases it is an advantage. The right-brained student is creative. In order to learn about the digestive system, you may decide to become

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

38

Bachelor of Science in Nursing

a piece of food. And since emotion is processed on the right side of the brain, you will probably remember well anything you become emotionally involved in as you are trying to learn. Appendix E shows illustrations of having a left -right BHD.

B. Bilateral BHD Whole-brain dominants are those who process information through both hemispheres equally and exhibit characteristics of both hemispheres and those individuals have flexible use of both hemispheres according to McCarthy (1996). Since hemispheric predispositions are not only genetic but also to a great extent learned, it seems reasonable to assume that a change in environmental conditions could lead to the possibility of change in our style of cognitive functioning. To some degree one may have to live with a tendency toward either the right- or lefthemisphere style of information encoding. But it is possible to create conditions within our environments and schedules

whereby the fullest possible use is made of all our cognitive capacities. A balanced brain according to The Center for Academic Success Louisiana State University (2009) means that he or she

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

39

Bachelor of Science in Nursing

is able to gain strengths of both the right and left hemispheres of his or her brain, depending upon a given situation. This combination makes him or her think both in a creative and flexible manner which brings about proficiency in several different areas. However in having a more balanced brain

brings uncertainty because the two hemispheres of brain are competing to solve a problem in their own unique ways.

C. On School Performance Dr. Carolyn Hopper (2003) said that when learning is new, difficult or stressful one prefers to learn in a certain way. It seems that the brain goes on autopilot to the favored side. And while nothing is entirely isolated on one side of the brain or the other, the characteristics commonly attributed to each side of the brain serve as a suitable guide for ways of learning things more capably and ways of reinforcing learning. Just as it was more important for our purposes to determine that memory is stored in many parts of the brain rather than learn the exact lobe for each part, similarly it is not so much that one is biologically right brain or left brain dominant, but that they are more at ease with the learning strategies characteristics of one over the other.

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

40

Bachelor of Science in Nursing

What they are doing is lengthening their list of strategies for learning how to learn and trying to determine what works best.

Contemporary understanding of human brain functions establishes that each brain is unique and that brains in general are specialized. When combined, the concepts of specialization and asymmetry of dominance produce within each human being a distribution of specialized preferences that influence general behavior. Specifically incorporated is the individual's distinctive learning style. An instant implication for the education and training profession is that the assumptions about the learner must now be completely reconsidered. As Howard Gardner describes it, intelligence is no longer one dimensional, but somewhat includes the notion of multiple intelligences. Each individual is now being thought of as a distinctive learner with learning preferences different from other learners. This means that learning designs must somehow factor in the uniqueness of the individual learner. This way, the subject matter will be equally understood by all the participants in the learning experience, not only in terms of comprehension, but also in terms of intended meaning.

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

41

Bachelor of Science in Nursing

According to Boyle & Dunn (1998), McCarthy (1996), Shiflett (1989), Torrance (1982) said that brain hemisphericity greatly influences the individual's learning style and all kinds of intellectual and personality characteristics. It is stated by Boyle & Dunn (1998), Dunn, Sklar, Beaudry, & Bruno (1990) that research has demonstrated that students are capable of mastering new skills if they are taught through instructional preference. In addition to that Brennan (1984), Dunn, Sklar, Beaudry & Bruno (1990), Jarsonbeck (1984), also stated that several studies have found that students taught through methods that matched their hemispheric styles achieved statistically significant higher test scores than when they were taught through other teaching methods. To incorporate other researchers study and view on BHD, Herrmann developed a model that differs in design and delivery approaches. He improved and facilitated learning in each of methods that complement their hemispheric

these four specialized quadrants. In line with Herrmanns model, Kobus Neethling, who first developed the NBI, developed a

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

42

Bachelor of Science in Nursing

model regarding whole brain teaching, learning and personal development. Appendix F shows different models on learning and teaching based on BHD technologies.

Research Literature OVERVIEW This part of the thesis contains foreign and local studies gathered by the researchers of its association of BHD into the field of education. Similarities and differences of these studies with the researchers study are then discussed in the synthesis part. Foreign Research BRAIN HEMISPHERICITY AND ACADEMIC MAJORS: A

CORRELATION STUDY by AMANY SALEH (2001) This study explores the correlation between the students selection of academic majors and their brain hemisphericity. There are 429 respondents-both graduates and undergraduates, in a large university in southern part of the United States. Analysis of variance was applied to the data in order to determine the influence of brain

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

43

Bachelor of Science in Nursing

hemisphericity on students' preference of academic majors. The results provided support to earlier research which proved in their findings that there is a strong correlation between academic majors and brain dominance. Research revealed that arts/literature students are likely to be right brained while business/commerce students were left brained. Students majoring in education, nursing, communication, and law were right brained, while students majoring in

business/commerce, engineering, and science were left brained. The study also established an evidence of a general shift in students brain hemisphericity from earlier research, where more students were identified as whole brained. Research has confirmed the importance of considering brain behavior as it relates to learning styles and personality traits. This study examines the relationship between brain hemisphericity and college students' choice of academic majors. The results of this research should help teachers, school counselors, and college advisors to better comprehend their students' interests and abilities and guide them towards fields or academic majors that are well-suited with their interests.

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

44

Bachelor of Science in Nursing

THE EFFECT OF BRAIN HEMISPHERE DOMINANCE ON LEARNING BY COMPUTER ASSISTED INSTRUCTION AND THE TRADITIONAL LECTURE METHOD BY BENEDICT S.C. AND COFFIELD K . (1989) This study is about the reports of brain hemisphere dominances influence on learning styles in a way, people have a tendency to be categorized as left brain-dominant and right brain-dominant. The objective of the study was to examine the effect of brain hemisphere dominance on learning by Computer Assisted Instruction (CAI) and the traditional lecture method. This study used Wagner Preference Inventory to determine brain hemisphere dominance. Content related to the use of Roman numerals was presented using both CAI and the lecture method. A two-way analysis of variance revealed an interaction effect between brain hemisphere dominance and teaching method. Right hemisphere-dominant subjects scored higher on the posttest in the CAI group, and left hemisphere-dominant subjects scored higher in the lecture group.

STUDY

ON

THE

THINKING

STYLES

AND

ACADEMIC

PERFORMANCE OF CIVIL ENGINEERING STUDENTS by E. HORAK AND J.W. DU TOIT (2001)

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

45

Bachelor of Science in Nursing

This is a study by the Department of Civil and Biosystems Engineering of the University of Pretoria in order to determine the thinking preferences of first year civil engineering students.

Information was gathered through survey from student intakes during the period 1999 to 2001 for the study, it also included the lecturing staff using the HBDI developed by Ned Herrmann. The results confirmed a predominantly left-brain bias among the students and the lecturing staff. The academic records of the students were correlated with these thinking preferences and the results illustrated that the predominantly left-brain preference students performed better than the right-brained students. The significance of the results are related to curriculum changes, lecturing style and implications of admission criteria as well as the needs expressed by industry for the

incorporation of non-technical or softer skills. The researchers used 100 first year civil engineering students as subjects in a three-year period with 13 of the lecturing staff of the department of Civil and Biosystems Engineering. An analysis of these students profiles showed differences in thinking style preferences amongst the individual civil engineering students in the group. Although differences showed in their profiles, on average these profiles tended to be triple dominant with the primaries in quadrants A, B and D and the secondary in C.

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

46

Bachelor of Science in Nursing

This study as well as the studies at the University of Toledo in America (Lumsdaine & Lumsdaine 1995b) revealed that more than one fifth of male students studying engineering tend to avoid the C quadrant. These students will have difficulty functioning as members of multi disciplinary teams in industry. Lecturers at the Department Civil and Bio-systems Engineering has a result of a 1-1-2-1 profile which indicates a structured and sequential thinking. Through the implementation of a four-quadrant whole brain facilitation framework, methods to improve the non-technical skills will be developed. Lumsdaine et al. (1995a) report that they achieved a significant rise in average D-quadrant thinking preference with engineering students from first year to final year. They state that students who think differently can be identified with the HBDI and given special guidance to persist to graduation and needs to be accommodated to be able to gather the full potential that came from diversity.

The result of this study is an indication that the Department Civil and Bio-systems Engineering is still in need of change and to experience a further paradigm shift as industry demands. Beder (1998) described that the industry is in need of the new engineer. The study spans the changeover from the old curriculum to the new curriculum (introduced in 2001). It all comes down to the fact that the

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

47

Bachelor of Science in Nursing

departments are in danger of training students with a prejudiced curriculum, still focused on technical and analytical aspects resulting in potentially ill-equipped engineers as opposed to what the industry really needs today.

THE

EFFECT

OF

LEFT

VS.

RIGHT

BRAIN

HEMISPHERE

DOMINANCE ON THE LEARNING CURVES OF REPETITIVE HANDEYE COORDINATION TESTS SPRING VALLEY HIGH SCHOOL BY ARLEN CHEN (2002) This study aims to determine the effect of left and right brain hemisphere dominance on the learning curves of repetitive hand-eye coordination test in Spring Valley High School. Also, the study wants to discover which type of dominance results in the largest learning curve.

The researchers used computer, human subjects, survey form, hand-eye coordination test, left vs. right brain hemisphere dominance test and MINITAB 14.

The brain dominance had results relatively similar to each other and has definite learning curve therefore; the study concluded that the

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

48

Bachelor of Science in Nursing

brain hemisphere dominance revealed no relationship with learning curves according to hand-eye coordination.

Local Research BRAIN DOMINANCE AND LEARNING STYLES OF HIGHSCHOOL STUDENTS BY HELEN C. MADELA (2006) This study was made to know the existing brain dominance and the prevailing learning styles amidst high school students of Camarines Sur State Agricultural College (CSSAC)-Calabanga, school year 20052006. The research also looked into the differences in learning styles and the factor of analysis used is the brain dominance. Knowing the brain dominance and learning styles of the students, curriculum materials were made and suggested to suit the different learning needs of high school students. The method of research used was a descriptive survey. The statistical tools used to analyze the data are descriptive statistics including frequency counts, percentages and chi square. The instruments used for collecting the data were the questionnaire on brain dominance inventory and the learning style inventory both revised by Evelyn Davis. It gave answers to the problems of the research. This research concluded that small majority of high school students as left brain learning (out of 150 respondents, 56.7% were left brained, 30.7% right brained, 12% whole brained),

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

49

Bachelor of Science in Nursing

visual learning style predominates among high school students and brain dominance and learning styles are independent of each other.

BRAIN

DOMINANCE,

LEARNING

STYLE

AND

ACADEMIC

ACHIEVEMENT IN MATHEMATICS AMONG FRESHMEN COLLEGE STUDENTS OF THE UNIVERSITY OF SAN AGUSTIN BY ALFONSO SIMACIO MARQUELENCIA (2005) This study tries to seek students brain dominance, learning style and academic achievement. Respondents will include freshman

college students of the University of San Agustin. The study intends to present insights for the students, faculty, school administrators, guidance counselor, parents and curriculum planners on students learning styles and brain dominance. The researcher used descriptive co-relational research and employed a standardized brain dominancequestionnaire published by Human Resource Center of Ateneo de Manila University. The subjects were the 250 randomly selected freshmen college students of the first semester AY 2004-2005 of the University of San Agustin. Frequency count percentages, rank and mean were used for descriptive statistics; inferential statistics include standard deviation, t-test, one-way ANOVA, chi square, lambda. The significance level was set at 0.05. The results showed that majority of freshmen students were visual learners, left-brained and have a good

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

50

Bachelor of Science in Nursing The researcher

academic

achievement.

found

no

significant

relationships among variables employed in the study namely brain dominance, learning style and academic achievement.

THE LEARNING STYLE AND BRAIN DOMINANCE OF STUDENTS IN CEBU INTERNATIONAL SCHOOL: PROPOSED ENRICHMENT FOR THE EDUCATIONAL MEDIA CENTER WHOLE LANGUAGE

PROGRAM BY JEOGENES BIONGCOG (1996) This study aims to determine the learning style and brain dominance of grades 2-12 students in Cebu International School (CIS) as bases for enhancing the whole language program implemented in its Educational Media Center (EMC). The responsibilities that were pursued were determining the learning styles of the students using a learning style inventory and ascertaining the brain dominance of students as classified in a brain dominance inventory. The outcomes of these inventories were then matched in congruence to whole language perspectives. In conclusion, an enrichment scheme was proposed to enhance the CIS EMC whole language program. A descriptive method was used. Instruments used were Barsch learning style inventory and brain dominance inventory as revised by Evelyn Davis. Findings

showed that majority is left brained, one third is right brained and 7% are whole brained. Variations of dominant visual and minority auditory

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

51

Bachelor of Science in Nursing

and tactile groups were seen. The study also showed that 55 of the respondents that are left-brained and 48 of the right brained is close to being whole brained.

SYNTHESIS Salehs study correlates a students selection of academic majors and brain hemisphericity. It is similar with the researchers study in the sense that it tries to correlate brain hemisphericity in the field of education and wanted the same purpose of comprehending and guiding students abilities. Salehs study deals with a greater

population of respondents who came from a university, both graduates and undergraduates of various courses. The researchers respondents only included graduating nursing students from a particular school year. As for the statistical treatment used, Saleh made use of analysis of variance while the researchers used chi square test. As for the

result, Saleh found a strong correlation between academic majors and brain hemisphericity. On the other hand the researchers founded a

correlation between academic performance and BHD but no correlation was established between BHD and skills/clinical performance. Basing the researchers findings, undergraduate nursing students in SISC tends to be left brainers, while in Salehs study conducted in a large

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

52

Bachelor of Science in Nursing

university in southern part of the United States students majoring in nursing tends to right brainers.

Benedict and Coffields study tries to find the effect of brain hemisphere dominance on learning style. It compared the different

teaching method namely CAI and the traditional learning method along with students performance. It is similar with the researchers study in the sense that it correlated performance with BHD. However in

determining the BHD of their respondents it made use of the Wagner Preference Inventory while the researchers used of the Brain

Dominance Questionnaire.

As for the statistical treatment Benedict

and Coffield used two-way analysis of variance while the researchers used chi square test. As for the result Benedict and Coffield found a correlation between the two variables. On the other hand the

researchers founded a correlation between academic performance and BHD but no correlation was established between BHD and skills/clinical performance. Basing the researchers study, left brainers have a

higher grades in their lecture, like Benedict and Coffield findings which reveal that left brainers excel in traditional lecture method.

Horak and Du Toits study wants to measure thinking preference in order to improve engineers being produced by the institution. It

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

53

Bachelor of Science in Nursing

made use of the HBDI while the researchers used of the Brain Dominance Questionnaire. It is similar with the researchers study in the sense that it wanted to gain findings on how the brain works and wanted to maximize the abilities of nursing students. Respondents

included freshmen students over three-year period as well as some lecturing staffs while the researchers included graduating nursing students from one particular school year only.

Chens study wanted to know if brain hemisphere dominance has an effect on the learning curve of repetitive hand-eye coordination and discover which type of dominance results in the largest learning curve. Respondents came from Spring Valley High School and made used of a computer, survey form, hand-eye coordination test, and MINITAB 14. Different test for determining brain dominance was used; it made use of the left vs. right brain hemisphere dominance test while the researchers made use of the Brain Dominance Questionnaire. It is

similar with the researchers study in the sense that it wanted to correlate brain function with a skill performance. Like Chens study the researchers didnt find correlation between a skill performance and brain dominance.

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

54

Bachelor of Science in Nursing

Madelas study investigates existing brain dominance and prevailing learning styles and to determine if brain dominance is a factor for the different learning style. In doing so curriculum

suggestions can be made in order to suit the different learning needs. It is similar with the researchers study in the sense that it wants to fill the needs of nursing students basing with their preference which can be determined using BHD. Madelas respondents included high school students from CSSAC-Calabanga, school year 2005-2006. On the other hand the researchers respondents included graduating nursing students from SISC school year 2008-2009. As for determining the

brain dominance, Madela used the brain dominance inventory, revised by Evelyn Davis while the researchers made use of the Brain Dominance Questionnaire. Same descriptive statistics (frequency

counts and percentages) and inferential statistics (chi square test) were both used by Madela and the researchers. Both of Madela and the researchers respondents are left brained dominant.

Marquelencias study is like the researchers study which is a descriptive correlational study between brain dominance and academic achievement with the addition of another variable which is learning style of students. Marquelencias respondents included freshmen

college students of the University of San Agustin while the researchers

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

55

Bachelor of Science in Nursing

respondents are graduating nursing students from SISC, both from a particular school year. Marquelencia and the researchers used the

same tool for BHD testing-Brain Dominance Questionnaire published by Human Resource Center of Ateneo de Manila University. Some descriptive statistics (frequency counts, percentage, ranks) and inferential statistics (chi square test having a = 0.05) in

Marquelencias study were employed by the researchers.

Results

showed that left brainers have a good academic achievement which is same with the researchers findings that left brained dominant nursing students tend to have higher grades in lecture. Marquelencias study found no significant relationship among the variables being studied while the researchers found a significant relationship between BHD and lecture performance.

Biongcogs study wanted to seek the learning style and brain dominance of student in order to enhance the whole language programs. Respondents included grades 2-12 students in CIS while the researchers included graduating nursing students from SISC.

Biongcogs study is similar with Madelas study because both used the brain dominance inventory, revised by Evelyn Davis while the researchers made use of the Brain Dominance Questionnaire. study showed that majority of the students are left brained. Both

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

56

Bachelor of Science in Nursing Chapter 3 METHODOLOGY

OVERVIEW This is the chapter in which the theoretical and methodological aspects of the study are discussed. Research Design The design is a descriptive correlational study on the relationship between BHD and performance of nursing students in a nursing core subject.

Population: The study includes graduating BSN students of SISC batch 2009

Respondents of the Study The researchers used convenient sampling. Graduating BSN

students of SISC batch 2009 present on the day of BHD testing was included in the study.

Research Instrument Brain Dominance Questionnaire. This instrument was published by Human Resource Center of Ateneo de Manila University. The

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

57

Bachelor of Science in Nursing

derivation of this instrument is the Brain Dominance Indicator from Whole Brain Thinking by Jacquelyn Wonder and Priscilla Donovan in 1984. This research instrument determines ones primary brain It consists of 35 items. To obtain data on brain

dominance.

dominance, the researcher followed a scoring procedure on brain dominance. The encircled letter for each item represents the subjects score. The obtained scores for each item will be categorized-scores

ranging from 1-4 will indicate the left preference, a score of 6-9 will indicate the right brain preference, and a score of 5 will indicate preference to both sides of the brain. Then the number of scores for each brain preference will be summed up to show which side of the brain is more dominant with the respondents. If there is an equal

score, it will indicate that a person is mid-brained meaning his preference is for both sides of the brain. Appendix G shows the

Sample Brain Dominance Questionnaire and Appendix H shows the scoring key for Brain Dominance Questionnaire.

Nursing Students Ratings.

To measure the academic and

clinical performance, the researchers used the ratings of nursing students in their nursing core subject which are rounded off to their nearest decimal places.

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

58

Bachelor of Science in Nursing

SISC Grading System.

To rank the ratings of nursing core

subject, the researchers tabulated it with their BHD and made use of the SISCs grading system. System. See Appendix I for the SISC Grading

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

59

Bachelor of Science in Nursing

Administration of the Instrument BHD was tested. After BHD testing, the researchers followed the scoring procedure on brain dominance. After BHD profile was gained, it was tabulated and was submitted to the Deans office for coding of names along with their ratings. When the coded data was obtained, the only available data are the power grade (combined final lecture grade and final RLE grade) and final RLE grade, so final lecture grade was extracted from these two ratings [formula= POWER GRADE-RLE RAW SCORE (FINAL RLE GRADE MULITPLIED BY 50%) DIVIDED BY 50%]. After obtaining the final lecture grade, both Lecture and RLE grades are rounded off to their nearest decimal places. Then the researchers applied the appropriate statistical treatment.

Statistical Treatment Used Descriptive statistics included frequency counts and

percentages. Inferential statistics includes chi square test in order to test H01 and H02. See Appendix J for summary of computations of the chi square test

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

60

Bachelor of Science in Nursing Chapter 4

PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA OVERVIEW This chapter contains the gathered data, which includes the participants profile, interpretations and implications of the gathered data. This chapter presents the data gathered by the researchers to be able to answer the following specific questions: Specific Question No. 1. What is the profile of nursing students in terms of the following? 1.1. Gender Figure 1. Gender of nursing students

F a em le

M le a

Interpretation

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

61

Bachelor of Science in Nursing

Figure 1 shows 73 nursing students or 70.19 percent of the total population are female while 31 nursing students or 29.81 percent of the total population is male.

1.2 BHD

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

62

Bachelor of Science in Nursing

Figure 2. BHD of nursing students

R h ig t

B t l ila era

Left

Interpretation Figure 2 shows that 56 nursing students or 53.85 percent of the total population has a left BHD, 44 or 42.31 percent of the total population has a right BHD, and 4 or 3.85 percent of the total population has a bilateral BHD.

1.3 Grade

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

63

Bachelor of Science in Nursing

1.3.1. Lecture

Figure 3. Lecture Grades of nursing students

E cellen x t S p u erior Very G ood G ood St a isfa ory ct F ir a P ssed a F iled a

Interpretation Figure 3 shows that 49 or 47.12 percent of the total population has a grade description of satisfactory. 31 or 29.81 percent of the population has grade description of good. 17 or 16.35 percent of the population has grades description of fair. 6 or 5.77 percent of the

population has grade description of very good. 1 person or 0.01 percent of the population has grade description of passed while there were 0 percentage of groups from the grade description of failed and excellent.

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

64

Bachelor of Science in Nursing

1.3.2. RLE Figure 4. RLE grades of nursing students

E cellen x t S p u erior Very G ood G ood St a isfa ory ct F ir a P ssed a F iled a

Interpretation The figure 4 shows that 65 persons or 62.5 percent of the total population has grade description of good. 38 persons or 36.54 percent of the total population has grade description of satisfactory. Lastly, 1 person or 0.96% has a grade description of very good, groups from the grade description of failed and excellent all have 0 percentage.

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

65

Bachelor of Science in Nursing

1.4 Gender and BHD Figure 5. Gender of nursing students having left BHD

F a em le

M le a

Interpretation Figure 5 shows that 43 or 76.79 percent of the total population of students with left BHD are female and 13 persons or 23.21 percent of the total population of students with left BHD are male.

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

66

Bachelor of Science in Nursing

Figure 6. bilateral BHD

Gender

of

nursing

students

having

F a em le

M le a

Interpretation Figure 6 shows that 2 or 50 percent of the total population of students with bilateral BHD are female and 2 or 50 percent of the total population of students with bilateral BHD are male.

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

67

Bachelor of Science in Nursing

Figure 7. Gender of nursing students having right BHD

F a em le

M le a

Interpretation Figure 7 shows that 28 or 63.64 percent of the total population of students with right BHD are female and 16 or 36.36 percent of the total population of students with right BHD are male.

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

68

Bachelor of Science in Nursing

1.5 BHD and Grade 1.5.1. BHD and Lecture Grade Figure 8. Lecture Grades of nursing students who have left BHD

Ex cellent

Su perior

Very Good

Good

Satisfactory

Fair

Passed

Failed

Interpretation Figure 8 shows that 27 or 48.21 percent of the total population of nursing students with left BHD has grade description of satisfactory. 18 or 32.14 percent of the total population of nursing students with left

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

69

Bachelor of Science in Nursing

BHD has a grade description of good. 7 or 12.5 percent of the total population of nursing students with left BHD has a grade description of fair. 4 or 7.14 percent of the total population of nursing students with left BHD has a grade description of very good. While groups from

failed and excellent grade description has 0 percentage. Figure 9. Lecture Grades of nursing students who have bilateral BHD

E cellen x t S p u erior Very G ood G ood St a isfa ory ct F ir a P ssed a F iled a

Interpretation Figure 9 shows 2 persons or 50 percent of the total population of nursing students with bilateral BHD have grade description of satisfactory, 1 or 25 percent of the total population of nursing students with bilateral BHD has grade description of good, 1 or 25 percent of the total population of nursing students with bilateral BHD has grade

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

70

Bachelor of Science in Nursing

description of passed. Groups from failed and excellent grade description have 0 percentage.

Figure 10. Lecture Grades of nursing students who have right BHD

E cellen x t S p u erior Very G ood G ood St a isfa ory ct F ir a P ssed a F iled a

Interpretation Figure 10 shows that 22 or 50 percent of the total population of nursing students with right BHD has grade description of satisfactory, 11 or 25 percent of the total population of nursing students with right

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

71

Bachelor of Science in Nursing

BHD has grade description of good, 9 or 20.455 percent of the total population of nursing students with right BHD has grade description of fair, 2 or 4.55 percent of the total population of nursing students with right BHD has grade description of very good, while groups from excellent and failed grade description has 0 percentage.

1.5.2. BHD and RLE Grade Figure 11. RLE Grades of nursing students who have left BHD

E cellen x t S p u erior Very G ood G ood St a isfa ory ct F ir a P ssed a F iled a

Interpretation

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

72

Bachelor of Science in Nursing

Figure 11 shows that 37 or 66.07 percent of the total population of nursing students with left BHD has grade description of good, 18 or 32.14 percent of the total population of nursing students with left BHD has grade description of satisfactory, 1 or 1.79% of the total population of nursing students with left BHD has grade description of very good, while groups from grade description of failed and excellent grade have 0 percentage.

Figure 12. RLE Grades of nursing students who have bilateral BHD

E cellen x t S p u erior Very G ood G ood St a isfa ory ct F ir a P ssed a F iled a

Interpretation

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

73

Bachelor of Science in Nursing

Figure 12 shows that 3 or 75 percent of the total population of nursing students with bilateral BHD has grade description of good. 1 or 25 percent of the total population of nursing students with bilateral has grade description of satisfactory, groups from grade description of failed and excellent have 0 percentage.

Figure 13. RLE Grades of nursing students who have right BHD

E cellen x t S p u erior Very G ood G ood St a isfa ory ct F ir a P ssed a F iled a

I nterpretation

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

74

Bachelor of Science in Nursing

Figure 13 shows that 25 or 53.19 percent of the total population of nursing students with right BHD has grade description of good, 19 or 40.43 percent of the total population of nursing students with right BHD has grade description of satisfactory, 3 or 6.38 percent of the total population of nursing students with right BHD has grade description of very good, groups with grade description of failed and excellent have 0 percentage.

Specific Question No. 2. Is there a significant relationship between BHD of nursing students and their academic performance rating in a nursing core subject? Table 1 Observed Value for Specific Question No. 2
Excelle nt Superi or Very Good Goo d Satisfacto ry Fai r Passe d Faile d

LEFT BILATERA L RIGHT

4 0 2 6

18 1 12 31

26 2 21 49

8 0 9 17

0 1 0 1

TOTA L 56 4 44 104

TOTAL

Table 2 Expected Value for Specific Question No. 2 Very Good 3.23 0.23 Goo d 16.6 9 1.19 Satisfacto ry 26.38 1.88 Fair 9.1 5 0.6 5 Passe d 0.54 0.04 TOTA L 56 4

LEFT BILATERA L

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

75

Bachelor of Science in Nursing 2.54 6 13.1 2 31 20.73 49 7.1 9 17

RIGHT TOTAL

0.42 1

44 104

(Computation for the chi square value for specific question no. 2 is in Appendix L) Interpretation Since chi square computed value is greater that chi square tabulated value we must reject specific question no. 2 or the researchers H01. This means that there is a significant relationship between BHD of nursing students and their academic performance rating in a nursing core subject.

Specific Question No. 3. Is there a significant relationship between BHD of nursing students and their clinical performance rating in a nursing core subject? Table 3 Observed Value for Specific Question No. 3
Excelle nt Superi or Very Good Goo d Satisfacto ry Fai r Passe d Faile d

LEFT BILATERA L RIGHT

1 0 0 1

37 3 25 65

18 1 19 38

TOTA L 56 4 44 104

TOTAL

Table 4 Observed Value for Specific Question No. 3

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

76

Bachelor of Science in Nursing Very Good 0.54 0.04 0.42 1 Goo d 35 2.5 27.5 65 Superi or 20.46 1.46 16.08 38

LEFT BILATERA L RIGHT TOTAL

TOTA L 56 4 44 104

(Computation for the chi square value for specific question No. 3 is in Appendix M) Interpretation Since chi square computed value is lesser that chi square tabulated value we must accept specific question no. 3 or the researchers H02. This means that there is no significant relationship between BHD of nursing students and their clinical performance rating in a nursing core subject.

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

77

Bachelor of Science in Nursing Chapter 5

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS OVERVIEW This chapter contains the highlights of the major points of the research study and the suggestions made by the researchers.

Summary This a descriptive correlational study aimed to find out the relationship of nursing students brain hemisphere dominance with their academic and clinical performance in a nursing core subject. The responses were tallied and chi square test was used as statistical treatment. The researchers concluded that there is a significant relationship between BHD of nursing students and their academic performance, no significant relationship between BHD of nursing students and their clinical performance and no significant relationship between BHD and their overall performance in a nursing core subject.

Major Findings Based on the results of the study, the following are the major findings: 1. Majority of the respondents are female. 2. Majority of the respondents have a left BHD. 3. Majority of the respondents who have a left BHD are female.

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

78

Bachelor of Science in Nursing

4. Majority of the respondents who have bilateral BHD are female. 5. Majority of the respondents who have a right BHD are female. 6. Majority of the respondents have lecture grade description of satisfactory. 7. Majority of the respondents have RLE grade description of good. 8. Majority of the respondents who have a left BHD have lecture grade description of satisfactory 9. Majority of the respondents who have a bilateral BHD have lecture grade description of satisfactory 10. Majority of the respondents who have a right BHD have a lecture grade of satisfactory 11. Majority of the respondents who have a left BHD have RLE grade description of good 12. Majority of the respondents who have a bilateral BHD have RLE grade description of good 13. Majority of the respondents who have a right BHD have RLE grade description of good

Conclusions Based on the major findings, the following are concluded:

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

79

Bachelor of Science in Nursing

1. There is a significant relationship between BHD of nursing students and their academic performance rating in a nursing core subject 1.1 Left-brained nursing students tend to have higher grades 2. There is no significant relationship between BHD of nursing students and their clinical performance rating in a nursing core subject

Recommendations Based on the results of the study, the following are

recommended: For the Nursing Faculty 1. Since RLE should supposed to be a practice of skills that defines right hemisphericity, some CIs tend to give quizzes which also entails the use of left hemisphere. Students that have dominance on either side tend to take advantage of quizzes/skills to get a better grade so thats why the researchers would like to recommend that RLE grading must be divided according to quizzes and skills to be more specific on left and right functioning. 2. Since the researchers concluded that SISC trains students to be more to be left brainers, the researchers would like to recommend teachers/professors to balance their teaching

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

80

Bachelor of Science in Nursing

strategies to further enhance the balance of left and right brain function. For Future Researchers: 1. Since the study doesnt prove that there is a relationship between RLE and BHD, the researchers would like to recommend to focus on respondents that have RLE grades that was given by the same CIs which handled the students in the same areas at an equal number of rotations, considering the ceiling grade, for BHD to have a consistent baseline. 2. Since the study was performed in SISC and by nursing students, the respondents would like to recommend supporting and enhancing the result of the study by performing BHD testing in other schools or set of students of their choice and to consider doing the study for with a long span of time. 3. Since the study proved that there is a relationship between lecture performance and BHD, the researchers would like to recommend focusing in the left brain functioning to further support the result. 4. Recommend the use of other BHD tool and statistical treatment appropriate for the study in order to test if it will yield different result/s. But as far as lecture performance is concern, the same tools (Brain Dominance Questionnaire, SISC grading system,

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

81

Bachelor of Science in Nursing

nursing student ratings) and same statistical treatment (chi square test) is recommended for replication of the study. For the Institution Recommend to produce a committee that will do an extensive study on the brain hemisphericity of students.

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

82

Bachelor of Science in Nursing REFERENCES

Books: Burnham, V.S. & Hampton, H. (1992). Knowing yourself. Connecticut: Sundial Buzan, T. (1993). The mind map book: How to use radiant thinking to maximized your brains untapped potential. New York: Penguin Group Caine, R.N & Caine, G. (1990). Making connections: Teaching and the human brain. Nashville: Incentive Publications Collin, R. & Malcolm, N. (1997). Accelerated learning for the 21st century: The six-step plan to unlock your master-mind. New York: Dell Gardner, H. (1982). Art, mind and brain: A cognitive approach to creativity. New York: Basic Books Harrington, A. (1987). Medicine, mind, and double brain. New Jersey: Princeton University

Herrmann, N. (1988). The creative brain. Africa: Brain Books Hopper, C. (2003). Practicing college study skills: strategies for success. 3rd ed. Boston: Houghton Mifflin Company Hoyt, D.P. (1971). The encyclopedia of education. New York: The Free Press

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

83

Bachelor of Science in Nursing

Jex, F.B. (1966). Predicting academic success beyond highschool. Salt Lake: University of Utah Jensen, E. (1998). Teaching with the brain in mind. Virginia: Association for Supervision and Curriculum Development Malmquist, C. (1978). Handbook of adolescence: Psychopathology, antisocial development, psychotherapy.New York: Jason Aronson Mayer, R. (2009). Multimedia Learning, 2nd ed. New York: Cambridge University McCarthy, J. (1996). Making robots conscious of their mental states. Oxford: Oxford University Medina, J. (2008). Brain rules: 12 principles for survival and thriving at work, home and school. Seattle: Pearpress Miles, H.B. (1979). Some factors affecting attainment at 18+: Study of performance in british schools. Oxford: Pergamon Pink, D. (2005). A whole new mind: Why right-brainers will rule the future. New York: Penguin Group Roam, D. (2005). The back of the napkin: Solving problems and selling ideas with pictures. New York: Penguin Group Rossi, P.H. (1961). Education, economy and society. New York: Free Press Russell, P. (1979). The Brain Book. New York: Penguin Group

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

84

Bachelor of Science in Nursing

Springer, S.P. & Deutsch, G. (1993). Left brain, right brain, 4th ed. New York: W. H. Freeman and Company Stone, H. (1996). Theological context for pastoral caregiving: Word in deed. New York:The Hawthorn Pastoral Tuckman, B.W. (1975). Measuring educational outcomes: Fundamentals of testing.Unknown Walburton, F.W. (1952). The selection of university students. Manchester: Manchester University Wonder, J. & Donovan, P. (1984). Whole brain thinking: Working from both sides of the brain to achieve peak job performance. New York: Ballantine Books Articles/Journals: Benedict, S.C. & Coffield, K. (1989). The effect of brain hemisphere dominance on learning by computer assisted instruction and the traditional lecture method, Computers in Nursing, 7(4):152-6 Carvajal, J.C. (1991). Teaching through brain dominance technology, PHILIPPINE JOURNAL OF EDUCATION, January 1991 Cole, D. (1977). Grade expectations as a function of sex, academic discipline and sex of instructor, Psychol. Women Quart., 4:380384 Dew, J.R. (1996). Are you a right-brain or left-brain thinker?, Quality Progress Magazine, April 1996, 91-93

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

85

Bachelor of Science in Nursing

Geschwind, N. (1979). Specializations of the human brain, Scientific American, 241(3), 180-199 Harris, C.W. (1980). Factors affecting college grades: A review of the literature, Psychol. Bull., 37:125-166 Kimura, D. (1992). Sex differences in the brain, Scientific American, September 1992 Komarovsky, M. (1973). Cultural contradiction and sex roles: The masculine case, Amer J. Sociol., 78:873-874 Lecompte, D., Kaufman, L., Rousseeuw, P. & Tassin, A. (1983). Search for the relationship between academic performance and some psychosocial factors: The use of a structured interview, Acta psychiatric Belgica., 83: 598-608 McClusky, H. (2005). Cognitive performance and mental ability: Implications for learning in the later years, Innovative Higher Education, 5(1):18-29 Saleh, A. (2001). Brain hemisphericity and academic majors: A correlation study - statistical data included , College Student Journal, June 2001 Singh. A. (2002). Behaviouralperceptions of design and construction engineers, Engineering, Construction and Architectural Management, 9(2), 66-80

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

86

Bachelor of Science in Nursing

U.S. National Library of Medicine. (2009). Search for the relationship between academic performance and some psychosocial factors: The use of a structured interview, Acta psychiatrica Belgica, 83(6), 598-608 U.S. National Library of Medicine. (2009). The effect of brain hemisphere dominance on learning by computer assisted instruction and the traditional lecture method, Computers in Nursing, 7(4), 152-6 Whitson, B. (1957). On becoming a nurse, The ANPHI PAPERS, AprilJune 1957

Unpublished Materials/ Dissertations Bachelor of Science in Nursing Curriculum. CHED Memorandum Order No. 30, 2001 Benedict S.C & Coffield K. (1989). THE EFFECT OF BRAIN HEMISPHERE DOMINANCE ON LEARNING BY COMPUTER ASSISTED INSTRUCTION AND THE TRADITIONAL LECTURE METHOD Biongcog, J. (1996). THE LEARNING STYLE AND BRAIN DOMINANCE OF STUDENTS IN CEBU INTERNATIONAL SCHOOL: PROPOSED ENRICHMENT FOR THE EDUCATIONAL MEDIA CENTER WHOLE LANGUAGE PROGRAM

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

87

Bachelor of Science in Nursing

Chen, A. (2002). THE EFFECT OF LEFT VS. RIGHT BRAIN HEMISPHERE DOMINANCE ON THE LEARNING CURVES OF REPETITIVE HANDEYE COORDINATION TESTS SPRING VALLEY HIGH SCHOOL Herrmann, N. (1990). THE WHOLE BRAIN/ FOUR QUADRANT MODEL Horak, E. & Du Toit, J.W.(2003). A STUDY ON THE THINKING STYLES AND ACADEMIC PERFORMANCE OF CIVIL ENGINEERING STUDENTS Lecompte, D., Kaufman, L., Rousseeuw, P. & Tassin, A. (1983). SEARCH FOR RELATIONSHIP BETWEEN ACADEMIC PERFORMANCE AND SOME PSYCHOSOCIAL FACTORS: THE USE OF A STRUCTURED INTERVIEW Madela, H.C. (2006). BRAIN DOMINANCE AND LEARNING STYLES OF HIGHSCHOOL STUDENTS Marquelencia, A.S. (2005). BRAIN DOMINANCE, LEARNING STYLE AND ACADEMIC ACHIEVEMENT IN MATHEMATICS AMONG FRESHMEN COLLEGE STUDENTS OF THE UNIVERSITY OF SAN AGUSTIN Saleh, A. (2001). BRAIN HEMISPHERICITY AND ACADEMIC MAJORS: A CORRELATION STUDY Southville International School and Colleges. (SY 2006-2007). College of Nursing: STUDENT HANDBOOK

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

88

Bachelor of Science in Nursing

Sperry, R. & Colleagues. THE TWO BRAIN THEORY: LATERALIZATION IN THE SEPARATE HEMISPHERES Websites: Balametrics, Inc. (2004). Balance as the central component. http://www.balametrics.com/explain.htm Bekker, H. (2003). A study on the thinking styles and academic performance of civil engineering students. http://buildnet.csir.co.za/cdcproc/docs/3rd/horak_e_du_toit_jw.pdf Beth Israel Deaconess Medical Center. (2005). Left- or right-brain? Genes may tell the story. http://www.harvardscience.harvard.edu/medicinehealth/articles/left-or-right-brain-genes-may-tell-story Bourne, P.A. (2005). A theoretical overview of academic performance. http://able2know.org/topic/47490-1 Caine, R.N & Caine, G. (1990). The triune brain. http://www.buffalostate.edu/orgs/bcp/brainbasics/triune.html Carey, H. (2009). Accelerated learning 2.0. http://www.slideshare.net/hccarey/accelerated-learning Chen, A. (2002). The effect of left vs. right brain hemisphere dominance on the learning curves of repetitive hand-eye

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

89

Bachelor of Science in Nursing

coordination tests spring valley high school. http://iotastraphy.net/ARLEN/2006/Research2/Presentation.ppt Hopper, C. (2003). Left vs. right: Which side are you on?. http://www.webus.com/brain/LRBrain.html Hopper, C. (2003). The study skills help page learning strategies for success. http://frank.mtsu.edu/~studskl/hd/LRBrain.html Howard Hughes Medical Institute. (2005). Left-or right-brain?: Genes may tell the story. http://www.hhmi.org/news/walsh2.html Joshi, R. (2006). Left brain vs. right brain. http://www.citehr.com/40904-post14.html Kazlev, M.A. (2003). The four quadrant model of the brain:Ned Herrmann's whole brain model. http://www.kheper.net/topics/intelligence/Herrmann.htm Kimura, D. (1992). Sex differences in the brain. http://www.dhushara.com/book/socio/kimura/kimura.htm Lane, D.M. (2006). Computing the chi square test of independence. http://davidmlane.com/hyperstat/B150868.html Morris, R. (2007). Left brain, right brain, whole brain? : An examination into the theory of brain laterilization, learning styles and the implications for education. http://www.singsurf.org/brain/rightbrain.html Ned Herrmann Group. (1996). Theories of brain organization.

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

90

Bachelor of Science in Nursing

http://www.cobw.com/Brain%20PDFs/Theories%20of%20Brain %20Organization.pdf Neethling, K. & Solutions finding (Pty) Ltd. (2000). NBI. http://www.wholebrainthinking.au/ Nehdi, A.H. (2002). Training with the brain in mind: The application of brain dominance technology to teaching and learning. http://www.hbdi.com/home/friendlyDownload.cfm? directory=100024_articles&actualFile=100176.pdf&saveName= Training-With-The-Brain-In-Mind.pdf Peters, R.A. (2008). Learn to use authentic and effective communication. http://www.robin-ann.com/2008/03/learn-to-use-authentic-andeffective.html Pytel, B. (2006). Left brains and right brains: We need both in this world--They compliment each other. http://educationalissues.suite101.com/article.cfm/left_brains_and _right_brains Pytel, B. (2006). Right/left brain background. http://educationalissues.suite101.com/article.cfm/rightleft_brain_ background

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

91

Bachelor of Science in Nursing

Saleh, A. (2001). Brain hemisphericity and academic majors: A correlation study-statistical data included. http://findarticles.com/p/articles/mi_m0FCR/is_2_35/ai_77399626/

Singh. A. (2002). Behavioural perceptions of design and construction engineers. http://www.emeraldinsight.com/Insight/viewContentItem.do;jsess ionid=F89636FAE4F90F340F4CFAF3D101DAC3? contentType=Article&hdAction=lnkpdf&contentId=1657473 Stout, J.H. (2008). Brain lateralization. http://members.tripod.com/david_gregory/lateralization.htm Templeton, M. (2009). Learning styles. http://frank.mtsu.edu/~studskl/hd/learn.html The Wealthy Daughter. LLC. (2009). Brain facts: Brain hemispheres. http://www.thrivingbrain.com/brain_facts/brain_hemispheres.htm U.S. National Library of Medicine. (2009). Search for the relationship between academic performance and some psychosocial factors: The use of a structured interview. http://www.ncbi.nlm.nih.gov/pubmed/6673523

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

92

Bachelor of Science in Nursing

University of Michigan Health System. (2009). Brain dominance indicator. http://www.med.umich.edu/leadership/training/masters/assessm ents.htm Vidyasril1953. (2006). Functional areas of our brain. http://www.slideshare.net/vidyasri1953/functional-areas-of-ourbrain Whole Brain Thinking Pty Ltd. Whole brain thinking. http://www.wholebrainthinking.com.au/faq.htm Wikipedia. (2009). Dominance (genetics). http://en.wikipedia.org/wiki/Dominance_(genetics) Wikipedia. (2009). Ned Hermann. http://en.wikipedia.org/wiki/Ned_Herrmann

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

93

Bachelor of Science in Nursing

APPENDICES

Appendix A:

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

94

Bachelor of Science in Nursing

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

95

Bachelor of Science in Nursing

[From Bekker, H., A study on the thinking styles and academic performance of civil engineering students., http://buildnet.csir.co.za/cdcproc/docs/3rd/ horak_e_du_toit_jw.pdf, 2003, All rights reserved.] Appendix B:

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

96

Bachelor of Science in Nursing

[From Peters, R.A., Learn to use authentic and effective communication, http://www.robin-ann.com/2008/03/learn-to-useauthentic-and-effective.html, 2008, All rights reserved.] Appendix C:

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

97

Bachelor of Science in Nursing

[Adapted from the Bachelor of Science in Nursing Curriculum. CHED Memorandum Order No. 30, 2001] Appendix D: Verbal and Spatial Tasks for which there are Sex Differences in Performance

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

98

Bachelor of Science in Nursing

Problem-Solving Tasks Favoring Women Women tend to perform better than men on tests of perceptual speed, in which subjects must rapidly identify matching items for example, pairing the house on the far left with its twin:

Problem-Solving Tasks Favoring Men Men tend to perform better than women on certain spatial tasks. They do well on tests that involve mentally rotating an object or manipulating it in some fashion, such as imagining turning this threedimensional object

In addition, women remember whether an object, or a series of objects, has been displaced:

or determining where the holes punched in afolded piece of paper will fall when the paper is unfolded:

On some tests of ideational fluency, for example, those in which subjects must list objects that are the same color, and on tests of verbal fluency, in which participants must list words that begin with the same

Men also are more accurate than women in targetdirected motor skills, such as guiding or intercepting projectiles:

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

99

Bachelor of Science in Nursing

letter, women also outperform men:

Women do better on precision manual tasks-that is, those in volving finemotor cqordina tion-such as placing the pegs in holes on a board:

They do better on disembedding tests, in which they have to find a simple shape, such as the one on the left, once it is hidden within a more complex figure:

And women do better than men on mathematical calculation tests:

And men tend to do better than women on tests of mathematical reasoning:

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

100

Bachelor of Science in Nursing

[From Kimura, D., Sex differences in the brain, Scientific American, 1992, All rights reserved.] Appendix E.1: Illustration of having a Left-Right BHD

[From

Vidyasril,

Functional

areas

of

our

brain,

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

101

Bachelor of Science in Nursing

http://www.slideshare.net/vidyasri1953/functional-areas-of-our-brain, 2006. All rights reserved.] Appendix E.2: Illustration of having a Left-Right BHD

[From

Carey,

H.,

Accelerated

learning

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

102

Bachelor of Science in Nursing

2.0,http://www.slideshare.net/hccarey/accelerated-learning, 2009. All rights reserved.] Appendix E.3: Illustration of having a Left-Right BHD

[From

Vidyasril,

Functional

areas

of

our

brain,

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

103

Bachelor of Science in Nursing

http://www.slideshare.net/vidyasri1953/functional-areas-of-our-brain, 2006. All rights reserved.] Appendix E.4: Illustration of having a Left-Right BHD

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

104

Bachelor of Science in Nursing

[From Vidyasril, Functional areas of our brain, http://www.slideshare.net/vidyasri1953/functional-areas-of-our-brain, 2006. All rights reserved.] Appendix E.5: Illustration of having a Left-Right BHD

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

105

Bachelor of Science in Nursing

[From Neethling, K. & Solutions finding (Pty) Ltd., NBI, http://www.wholebrainthinking.au/, 2000. All rights reserved.] Appendix E.6: Illustration of having a Left-Right BHD

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

106

Bachelor of Science in Nursing

[From Neethling, K. & Solutions finding (Pty) Ltd., NBI, http://www.wholebrainthinking.au/, 2000. All rights reserved.] Appendix E.7: Illustration of having a Left-Right BHD

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

107

Bachelor of Science in Nursing

[From Neethling, K. & Solutions finding (Pty) Ltd., NBI, http://www.wholebrainthinking.au/, 2000. All rights reserved.]

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

108

Bachelor of Science in Nursing

Appendix F.1: Different Models on Learning and Teaching Based on BHD Technologies

[From Neethling, K. & Solutions finding (Pty) Ltd., NBI, http://www.wholebrainthinking.au/, 2000. All rights reserved.]

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

109

Bachelor of Science in Nursing

Appendix F.2: Different Models on Learning and Teaching Based on BHD Technologies

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

110

Bachelor of Science in Nursing

[From Neethling, K. & Solutions finding (Pty) Ltd., NBI, http://www.wholebrainthinking.au/, 2000. All rights reserved.] Appendix F.3: Different Models on Learning and Teaching Based on BHD Technologies

[From Nehdi, A.H., Training with the brain in mind: The application of brain dominance technology to teaching and learning., http://www.hbdi.com/home/friendlyDownload.cfm?

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

111

Bachelor of Science in Nursing

directory=100024_articles&actualFile=100176.pdf&saveName=Trainin g-With-The-Brain-In-Mind.pdf, 2002. All rights reserved.] Appendix G: Sample Brain Dominance Questionnaire
F Age:______

Full Name (Please Print): _____________________________ Gender: M

Please do not analyze the questions. Answer them quickly; encircle the answer that first feels right to you. When there are multiple choices, select the one that most closely represents your attitude or behavior. 1. In a problem solving situation, do you: a. take a walk and deliberate solutions over, then discuss them?. b. think about, write down all alternative, arrange them according to priorities, and then pick the best. c. recall past experiences that were successful and implement them? d. wait to see if the situation will right itself? 2. Daydreaming is: a. a waste of time b. amusing and relaxing c. a real help in problem solving and creative thinking d. a capable tool for planning my future 3. Glance quickly at this picture

Is the face smiling? a. yes b. no 4. Concerning hunches/guesses: a. I frequently have a strong ones and follow them b. I have a strong hunches/guesses but don't consciously follow them. c. I occasionally have hunches/guesses but don't place much faith in them. d. I would not rely on hunches/guesses to help me make important decisions. 5. In thinking about the activities of your day, which most typical of your "style" a. I make a list of all the things I need to do, people to see b. I picture the places I will go, people Ill see, things Ill do

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

112

Bachelor of Science in Nursing

c. I just let it happen d. I plan the day's schedule, blocking out appropriate times for each item or activity. 6. Do you usually have a place for everything, a system for doing things, and an ability to organize information and materials? a. yes b. no 7. Do you like to move your furniture, change the decor of your home or office frequently? a. yes b. no 8. Please check which if these activities do you enjoy (Select all that apply): [ ] swimming [ ] tennis [ ] golf [ ] camping/hiking [ ] skiing [ ] fishing [ ] singing [ ] gardening [ ] playing instrument [ ] home improvements [ ] sewing [ ] cooking [ ] reading [ ] doing nothing [ ] arts/crafts [ ] writing [ ] bicycling [ ] bridges [ ] photography [ ] charades [ ] travel [ ] walking [ ] collecting [ ] hugging [ ] chess [ ] touching [ ] roulette [ ] debater [ ] dancing [ ] kissing [ ] running [ ] chatting 9. Do you learn athletics and dancing better by: a. imitating and getting the feel of the music or game? b. learning the sequence and repeating the steps mentally? 10. In sports or performing in public do you often perform better than your training and natural abilities warrant? a. yes b. no 11. Do you express yourself well verbally? a. yes b. no 12. Are you goal oriented? a. yes b. no 13. When do you want to remember directions, a name, or news items, do you: a. visualize the information? b. write notes? c. verbalize it (repeat it to yourself or out loud?) d. associate it with previous information?

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

113

Bachelor of Science in Nursing

14. Do you remember faces easily? a. yes b. no 15. In the use of language, do you: a. make up words? b. devise rhymes and incorporate comparison? c. choose exact precise terms? 16. In a communication situation, are you more comfortable being the: a. listener? b. talker?

17. When you are asked to speak without preparation at a meeting. do you? a. make a quick outlines? b. just start talking c. shift the focus to someone else or say as little as possible? d. speak slowly and carefully? 18. In all argument, do you tend to: a. talk until your point is made? b. find an authority to support your point? c. just become withdrawn? d. push chair or table, pound table, talk louder, yell? 19. Can you tell fairly accurately how much time has passed without looking at your watch? a. yes b. no 20. Do you prefer social situations that are: a. planned in advance? b. spontaneous 21. In preparing yourself for a new or difficult task, do you: a. visualize yourself accomplishing effectively? b. recall past successes in similar situations? c. prepare extensive data regarding the task? 22. Do you prefer working? a. alone? b. in a group?

23. When it comes to "bending the rules" or altering company policy, do you feel: a. rules and policy are to be followed? b. progress comes through challenging the structure? c. rules are made to be broken? 24. In school, did you prefer: a. algebra? b. geometry?

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

114

Bachelor of Science in Nursing

25. Which of these handwriting positions most closely resembles yours?

a. regular right-hand position

b. hooked right hand position (fingers pointing towards the chest)

c. regular left-hand position

d. hooked left-handed positions 26. In note taking, do you print? a. never? 27. Do you use gestures to: a. emphasize your point? b. frequently? b. express your feelings?

28. Do you instinctively feel an issue is right or correct, or do you decide on the basis of information? a. feel b. decide 29. I enjoy taking risk a. yes b. no 30. After attending musical: a. I can sing the tune without opening my lips b. I can recall many parts of the lyrics 31. Please hold a ballpen vertically to the ground at arm's length, centered in your line of vision and lined up with a frame, board, or door. Holding that position, close your left eye. did your ball appear to move? a. yes b. no Close your right eye, did your ballpen appear to move b. yes b. no 32. Sit in a relaxed position and clasp your hands comfortably in your lap. Which thumb is on top? a. left

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

115

Bachelor of Science in Nursing

b. right c. parallel 33. Check as many of these items as you feel are true about you; [ ] I can extract meaning from contracts, instructions manuals, and legal documents. [ ] I can understand patterns and diagrams [ ] I strongly visualize the characters, setting, plot of reading materials [ ] I prefer that friends phone in advance of their visits [ ] I dislike chatting on the phone [ ] I find it satisfying to plan and arrange the details of a trip [ ] I postpone making telephone calls [ ] I can easily find words in a diagram, names in a phone book [ ] I love puns (use of a word in different senses or of words which differ in meaning but sounds alike) [ ] I take lots of notes at meetings and lectures [ ] I freeze when I need to operate mechanical things under stress [ ] Ideas frequently come to me out of the nowhere 34. I have a. frequent mood changes b. almost no mood changes 35. I am: a. not very conscious if body language, I prefer to listen to what people say b. good at interpreting body language c. good at understanding what people say and also the body language they use

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

116

Bachelor of Science in Nursing

Appendix H: Scoring Key for Brain Dominance Questionnaire A 1. 2. 3. 4. 5. 6. 7. 8. 7 1 3 9 1 1 9 B 1 5 7 7 7 9 1 C 3 7 3 9 D 9 9 1 3

9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

SWIMMING 9 GOLF 4 SKIING 7 SINGING 3 PLAYING INSTRUMENT 4 SEWING 3 ARTS/CRAFTS 5 PHOTOGRAPHY 3 TRAVEL 5 COLLECTING 1 CHESS 2 ROULETTE 7 DANCING 7 RUNNING 8 KISSING 9 CHATTING 4 9 1 9 1 1 7 1 9 9 1 3 5 7 1 9 5 1 6 3 3 6 9 4 3 1 7 9 1 9 1 9

TENNIS 4 CAMPING/HIKING 7 FISHING 8 GARDENING 5 HOME IMPROVEMENTS 3 READING 3 COOKING 5 DOING NOTHING 9 BICYCLING 8 WRITING 2 BRIDGE 2 CHARADES 5 WALKING 8 HUGGING 8 TOUCHING 9 DEBATING 2

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

117

Bachelor of Science in Nursing

21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33.

1 3 1 1 1 1 2 1 7 9 8 1

5 7 5 9 7 9 8 9 3 1 2 9

1 9 9 3

5 SCHEMATICS 7 ADVANCE 2 PLAN TRIP 1 FIND WORDS 1 NOTES 1 NOWHERE 9

CONTRACTS 1 VISUALIZE 9 CHATTING 3 POSTPONE 7 PUNS 3 FREEZE 3 34. 9 1 35. 1 7 5

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

118

Bachelor of Science in Nursing Appendix I: SISC Grading System

Grade Point 4.00 3.75 3.5 3.25 3 2.75 2.5 2.25 2.0 1.75 1.5 1.25 1.0 0.00

Percenta ge 99-100 97-98 95-96 93-94 91-92 89-90 87-88 85-86 83-84 81-82 79-80 77-78 75-76 74-below

Descripti on Excellent Superior Very Good Good Satisfactor y Fair Passed Failed

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

119

Bachelor of Science in Nursing

Appendix J: Summary of Computation of the Chi Square Test 1. Create a table of cell frequencies. 2. Compute row and column totals. 3. Compute expected cell frequencies using the formula:

where Eij is the expected frequency for the cell in the ith row and the jth column, Ti is the total number of subjects in the ith row, Tj is the total number of subjects in the jth column, and N is the total number of subjects in the whole table. 4. Compute chi square computed value using the formula:

where x2 is the chi square computed value, E is the expected value (from no. 3), and O is the observed value. 5. Compute chi square tabulated value with the degrees of freedom () and the formula: v = (R-1)(C-1) where R is the number of rows and C is the number of columns. 6. Use a chi square table to look up the probability value (See Appendix K). 7. Determine whether chi square computed value is greater than chi square tabulated value. 8. Interpret results.

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

120

Bachelor of Science in Nursing

Appendix K: Critical values for the Chi Square Distribution

Significance Level 0.05 0.025 0.01 3.8415 5.0239 6.6349 5.9915 7.3778 9.2104 7.8147 9.3484 11.3449 9.4877 11.1433 13.2767 11.0705 12.8325 15.0863 12.5916 14.4494 16.8119 14.0671 16.0128 18.4753 15.5073 17.5345 20.0902 16.919 19.0228 21.666 18.307 20.4832 23.2093 19.6752 21.92 24.725 21.0261 23.3367 26.217 22.362 24.7356 27.6882 23.6848 26.1189 29.1412 24.9958 27.4884 30.578 26.2962 28.8453 31.9999 27.5871 30.191 33.4087 28.8693 31.5264 34.8052 30.1435 32.8523 36.1908 31.4104 34.1696 37.5663 32.6706 35.4789 38.9322 33.9245 36.7807 40.2894 35.1725 38.0756 41.6383 36.415 39.3641 42.9798 37.6525 40.6465 44.314 38.8851 41.9231 45.6416 40.1133 43.1945 46.9628 41.3372 44.4608 48.2782 42.5569 45.7223 49.5878 43.773 46.9792 50.8922 44.9853 48.2319 52.1914 46.1942 49.4804 53.4857 47.3999 50.7251 54.7754 48.6024 51.966 56.0609 49.8018 53.2033 57.342 50.9985 54.4373 58.6192 52.1923 55.668 59.8926 53.3835 56.8955 61.162 54.5722 58.1201 62.4281 55.7585 59.3417 63.6908 56.9424 60.5606 64.95 58.124 61.7767 66.2063 59.3035 62.9903 67.4593 60.4809 64.2014 68.7096 61.6562 65.4101 69.9569 62.8296 66.6165 71.2015

df 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46

0.10 2.7055 4.6052 6.2514 7.7794 9.2363 10.6446 12.017 13.3616 14.6837 15.9872 17.275 18.5493 19.8119 21.0641 22.3071 23.5418 24.769 25.9894 27.2036 28.412 29.6151 30.8133 32.0069 33.1962 34.3816 35.5632 36.7412 37.9159 39.0875 40.256 41.4217 42.5847 43.7452 44.9032 46.0588 47.2122 48.3634 49.5126 50.6598 51.805 52.9485 54.0902 55.2302 56.3685 57.5053 58.6405

0.005 7.8794 10.5965 12.8381 14.8602 16.7496 18.5475 20.2777 21.9549 23.5893 25.1881 26.7569 28.2997 29.8193 31.3194 32.8015 34.2671 35.7184 37.1564 38.5821 39.9969 41.4009 42.7957 44.1814 45.5584 46.928 48.2898 49.645 50.9936 52.3355 53.6719 55.0025 56.328 57.6483 58.9637 60.2746 61.5811 62.8832 64.1812 65.4753 66.766 68.0526 69.336 70.6157 71.8923 73.166 74.4367

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

121

Bachelor of Science in Nursing

64.0011 65.1708 66.3387 67.5048 68.6693 69.8322 70.9934 72.1532 73.3115 74.4683 75.6237 76.7778 77.9305 79.082 80.2321 81.381 82.5287 83.6752 84.8206 85.9649 87.108 88.2502 89.3912 90.5313 91.6703 92.8083 93.9453 95.0815 96.2167 97.351 98.4844 99.617 100.7486 101.8795 103.0095 104.1387 105.2672 106.3949 107.5217 108.6479 109.7733 110.898 112.022 113.1452 114.2679 115.3898 116.511 117.6317 118.7516 119.8709 120.9897 122.1077 123.2252 67.8206 69.0226 70.2224 71.4202 72.616 73.8099 75.0019 76.1921 77.3804 78.5671 79.7522 80.9356 82.1174 83.2977 84.4764 85.6537 86.8296 88.004 89.1772 90.3488 91.5193 92.6885 93.8565 95.0231 96.1887 97.353 98.5162 99.6784 100.8393 101.9992 103.1581 104.3159 105.4727 106.6285 107.7834 108.9373 110.0902 111.2422 112.3933 113.5436 114.6929 115.8415 116.989 118.1359 119.282 120.427 121.5714 122.7152 123.858 125.0001 126.1414 127.2821 128.4219 72.4432 73.6826 74.9194 76.1538 77.386 78.6156 79.8434 81.0688 82.292 83.5136 84.7327 85.9501 87.1658 88.3794 89.5912 90.8015 92.0099 93.2167 94.422 95.6256 96.8277 98.0283 99.2274 100.4251 101.6214 102.8163 104.0098 105.2019 106.3929 107.5824 108.7709 109.9582 111.144 112.3288 113.5123 114.6948 115.8762 117.0566 118.2356 119.4137 120.5909 121.7672 122.9422 124.1162 125.2893 126.4616 127.633 128.8032 129.9725 131.1411 132.3089 133.4756 134.6415

47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99

59.7743 60.9066 62.0375 63.1671 64.2954 65.4224 66.5482 67.6728 68.7962 69.9185 71.0397 72.1598 73.2789 74.397 75.5141 76.6302 77.7454 78.8597 79.973 81.0855 82.1971 83.3079 84.4179 85.527 86.6354 87.7431 88.8499 89.9561 91.0615 92.1662 93.2702 94.3735 95.4762 96.5782 97.6796 98.7803 99.8805 100.98 102.0789 103.1773 104.275 105.3723 106.4689 107.565 108.6606 109.7556 110.8501 111.9442 113.0377 114.1307 115.2232 116.3153 117.4069

75.7039 76.9689 78.2306 79.4898 80.7465 82.0006 83.2525 84.5018 85.7491 86.994 88.2366 89.477 90.7153 91.9518 93.1862 94.4185 95.6492 96.8779 98.1049 99.3303 100.5538 101.7757 102.9961 104.2148 105.4323 106.6473 107.8619 109.0742 110.2854 111.4954 112.7037 113.9107 115.1163 116.3209 117.524 118.7261 119.927 121.1262 122.3244 123.5218 124.7176 125.9123 127.106 128.2987 129.4902 130.6812 131.8705 133.0589 134.2466 135.4327 136.6188 137.803 138.9869

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

122

Bachelor of Science in Nursing

124.3421 129.5613 135.8069

100

118.498

140.1697

Appendix L COMPUTATION FOR THE CHI SQUARE VALUES FOR SPECIFIC QUESTION NO. 2 Appendix L.1. Chi Square Computed Value O-E (O-E)2 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 x2
computed

0.77 -0.23 -0.54 1.31 -0.19 -1.12 -0.38 0.12 0.27 -1.15 -0.65 1.81 -0.54 0.96 -0.42

0.59 0.05 0.29 1.71 0.04 1.24 0.15 0.01 0.07 1.33 0.43 3.27 0.29 0.92 0.18

(O-E)2 E 0.18 0.23 0.11 0.10 0.03 0.09 0.01 0.01 0.00 0.15 0.65 0.45 0.54 24.04 0.42 27.03

Appendix L.2. Chi Square Tabulated Value v= (r-1) x (c-1) = (3-1) x (5-1) =2x4 =8 =0.05 x2 tab value=15.507

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Pias City 1740

123

Bachelor of Science in Nursing

Appendix M COMPUTATION FOR THE CHI SQUARE VALUE FOR SPECIFIC QUESTION NO. 3 Appendix M.1. Chi Square Computed Value O-E 1 2 3 4 5 6 7 8 9 x2
computed

(O-E)2 0.213017751 0.001479289 0.178994082 4 0.25 6.25 6.05917159 0.213017751 8.54437868

0.461538462 -0.038461538 -0.423076923 2 0.5 -2.5 -2.46153846 -0.461538462 2.92307692

(O-E)2 E 0.395604396 0.038461538 0.423076923 0.114285714 0.1 0.227272727 0.296124927 0.145748988 0.53146853 2.272043743

Appendix M.2. Chi Square Tabulated Value v= (r-1) x (c-1) = (3-1) x (3-1) =2x2 =4 =0.05 x2 tab value=9.488