Results on academic achievement in Algebra as reflected in the mean pre-test and post-test scores of students taught: Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an original essay Teaching Whole Brain Techniques; eConventional teaching techniques. Table 2: Pre-test and post-test scores of the experimental group Score Pre-test Post-test Description34 – 40 0 ​​4 Excellent31 – 33 0 2 Very satisfactory28 – 30 0 7 Satisfactory24 – 27 0 9 Fairly satisfactory0 – 23 30 8 Did not meet expectationsMean 14.77 27.53 data indicates that the pre-test scores of all 30 respondents of the experimental group range from 0 to 23, which can be described as Did not meet expectations. The mean pre-test score of 14.77 can also be described as Did Not Meet Expectations. This may be because the learning skills are new to them and were not covered in Math 7. But after subjecting them to whole brain teaching techniques, the post-test scores show that there were 4 respondents with scores 34 to 40 which can be described as exceptional; 2 respondents with scores from 31 to 33 which can be described as Very Satisfactory; 7 interviewees with scores from 28 to 30 defined as Satisfactory; 9 interviewees with scores from 24 to 27 which can be defined as Fairly Satisfactory; and 8 respondents with scores from 0 to 23 that can be described as Did Not Meet Expectations. The mean posttest score of the experimental group which is 27.53 can be described as Satisfactory. Table 3: Pre-test and post-test scores of the control group Score Pre-test Post-test Description34 – 40 0 ​​1 Excellent31 – 33 0 1 Very satisfactory28 – 30 0 5 Satisfactory24 – 27 0 10 Fairly satisfactory0 – 23 30 13 Did not meet expectations Mean 14.90 24.27 It can be obtained from the table indicates that the pre-test scores of all 30 respondents of the control group range from 0 to 23, which can be described as Did not meet expectations. The mean pre-test score of 14.90 can also be described as Did Not Meet Expectations. But after subjecting them to conventional teaching techniques, the post-test scores show that there was 1 respondent with a score between 34 and 40 which can be described as Outstanding; 1 respondent with a score from 31 to 33 which can be defined as Very Satisfactory; 5 respondents with scores from 28 to 30 which can be described as Satisfactory; 10 respondents with scores from 24 to 27 which can be defined as Fairly Satisfactory; and 13 respondents with scores from 0 to 23 that can be described as Did Not Meet Expectations. The control group's mean post-test score of 24.29 can be described as quite satisfactory. It was evident that the scores of students in both groups increased after subjecting them to whole brain teaching techniques and conventional teaching techniques, but the increase is greater in the control group. experimental group that can result from the use of WBT techniques. This can be attributed to the study of Armijo (2009), as cited in Lockhart (2016), that there is a positive correlation between the use of whole brain teaching and student achievement as this method increases motivation and student engagement leading to improved academic performance. Findings on the significant difference between academic achievement in Grade 8 Algebra, as indicated by mean pre-test and post-test scores of students taught using: Whole Brain Teaching Techniques; eTechniques ofconventional teaching. Comparative analysis of the mean pre-test scores of the experimental and control groups Experimental control mean 14.77 14.90 Mean difference 0.13 Calculated t value -0.176 Critical value (α = 0.05, 2T, 58 df) 2.002 Decision Ho: not rejected Significance Not significant The t-test for independent means revealed that there is no significant difference in the mean pre-test scores of the experimental and control groups as the calculated t-value of -0.176 in absolute value is less than the critical value of 2.002. This means that the two groups have the same basic knowledge about algebra at the beginning of the study. Mean pre-test and post-test scores of the experimental and control groups Mean group difference Calculated t-value* Significance Pre-test Post-test Experimental 14.77 27.53 12.76 -17.784 Significant Control 14.90 24.27 9.37 -15.273 Significant critical value* (α = 0.05, 2T, 29 df) = 2.045 The t-test for the dependent means showed that there is a significant difference between the pre-test and post-test mean scores of the experimental group since the calculated value of -17.924 absolute value is greater than the critical value of 2.045. Similarly, there is a significant difference between the mean pre-test and post-test scores of the control group as the calculated t-value of -15.373 in absolute value is also greater than the critical value of 2.045. It was clear that students' scores increased after subjecting them to whole-brain teaching techniques which corresponds to Armijo' (2009), cited in Lockhart (2016); and Torio & Torio's (2015) findings that WBT has a positive impact on student outcomes, but contradicts Lockhart's (2009) findings, cited in Lockhart's (2016) findings, that whole-brain teaching has negative effects on students' academic performance. Similarly, students who were taught using conventional teaching techniques also performed well. Comparative analysis of the mean posttest scores of the experimental and control groups Experimental group Control group Mean 27.53 24.27 Mean difference 3.26 Calculated t-value 2.857 Critical value (α = 0.05, 2T, 58 df) 2.002 Decision Ho : Rejected Significance Significant The t-test for independent means revealed that there is a significant difference in the mean post-test scores of the two groups as the calculated t-value of 2.857 in absolute value is greater than the critical value of 2.002. Therefore, the null hypothesis that there is no significant difference between academic performance in Grade 8 Algebra as indicated by the mean pre-test and post-test scores of students taught using Whole Brain instruction and conventional teaching techniques is rejected. This implies that the use of whole brain teaching techniques is more effective in increasing eighth grade students' academic achievement in mathematics than the use of conventional teaching techniques. The result supports the studies of Awolola (2011); Rehman, et al. (2012); and Elsayed (2015) that the use of brain-based learning strategies increases students' academic performance in mathematics more than the conventional way of teaching. Our brain is involved in everything we do. Therefore, it is essential that schools provide positive experiences for every student in order for effective learning to occur (Jensen, 2008, cited in Kharsati & Prakasha, 2017). Research indicates that incorporating a brain-based learning strategy has significant contributions in improving students' academic performance, and a brain-based strategy is whole-brain teaching. WBT has proven to be successful in numerous school settings in terms of captureof students' interest, sustaining their attention, improving their behavior, increasing their commitment, motivation and achievement, as revealed by various studies. In this study, it was revealed that incorporating whole-brain teaching techniques into the teaching and learning process can significantly increase students' mathematics achievement. This may be due to the fact that more areas of the brain are activated when using WBT techniques during lessons. Throughout the study it was evident that the researcher observed that students became enthusiastic and participated when the Yes class was used. They respond immediately when called upon compared to students who are taught using conventional teaching techniques. It was supported by Kelso's (2009) study that students' positive response increases when attention-grabbing WBTs such as Class-Yes were used in the classroom. The five classroom rules combined with the use of the scoreboard have been helpful in establishing discipline in the classroom as students are motivated to behave accordingly and participate in the discussion to avoid putting on frowny faces and accumulating smiley faces. Therefore, students focus on the entire duration of the lesson. Cape Gazette staff, quoted in Kharsati & Prakasha, (2017) stated that WBT improved students' concentration and attention in class. Teach-Okay and Switch, when first introduced, were challenging. Not everyone participated, but as the days went by the students became familiar with the method and everyone was involved and collaborative. The researcher also observed that students in the experimental group understood the lesson more easily and fewer questions were raised during the discussion compared to students in the control group. According to Biffle (2013), students learn more when they teach each other. Hand and Eyes were helpful in getting students' full attention, thus maximizing teaching time. The mirror technique helped represent various concepts and facilitate the retention of material through gestures. Although it was difficult to search for appropriate gestures for abstract concepts, it was observed that students tend to retain the concept better when it is presented using gestures. Research shows that words accompanied by gestures produce better memory retention (Howard-Jones, 2014). The whole brain teaching method reaches diverse students through memorable learning experiences that engage students in learning and, in turn, increase their academic performance. This study demonstrated that whole brain teaching has a positive impact on the academic performance of Grade 8 students in Algebra. Conclusion The academic performances of students of both groups are almost the same at the beginning of the study and both can be described as Not Satisfying Expectations. But after subjecting them to the respective treatments, the academic performance of the experimental group which can be described as Satisfactory is higher than that of the control group which can be described as Fairly Satisfactory. The study revealed that the academic performance of both groups increased and the increase is greater in the experimental group and can be derived from the use of whole brain teaching techniques. Students' academic performance increased significantly after subjecting them to whole-brain teaching techniques and conventional teaching techniques. Therefore, whole brain teaching techniques and techniques of.