Effectiveness of brain-based strategies in developing higher order thinking skills/ (Record no. 82274)

MARC details
000 -LEADER
fixed length control field 04927nam a22002417a 4500
003 - CONTROL NUMBER IDENTIFIER
control field URS
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20250310223231.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 250310b |||||||| |||| 00| 0 eng d
050 00 - LIBRARY OF CONGRESS CALL NUMBER
Classification number LG 221.R59
Item number .Sa499 2016
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Samulde, Jovelyn T.
Relator term Researcher
245 10 - TITLE STATEMENT
Title <a href="Effectiveness of brain-based strategies in developing higher order thinking skills/">Effectiveness of brain-based strategies in developing higher order thinking skills/</a>
Statement of responsibility, etc Jovelyn T. Samulde [and] Cheresa U. Sarto
260 #1 - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT)
Date of publication, distribution, etc 2016
300 ## - PHYSICAL DESCRIPTION
Extent xiv, 75 leaves;
Other physical details illustrations,
Dimensions 28 cm.
336 ## - CONTENT TYPE
Source rdacontent
Content type term text
337 ## - MEDIA TYPE
Source rdamedia
Media type term unmediated
338 ## - CARRIER TYPE
Source rdacarrier
Carrier type term volume
502 ## - DISSERTATION NOTE
Dissertation note Undergraduate Thesis
Degree type Bachelor of Elementary Education Content Courses
Name of granting institution University of Rizal System, Rodriguez, Rizal
Year degree granted 2016
520 ## - SUMMARY, ETC.
Summary, etc This study aimed to determine the effectiveness of brain-based strategies in developing higher order thinking skills.<br/><br/>The researchers used experimental method. This describes and analyzes variables in carefully controlled conditions as a basis for inferring or concluding. An experimental research, therefore, consists of manipulating experimental variables under highly controlled conditions to determine how and why a particular event occurs.<br/><br/>This study was conducted in San Jose Elementary School during the School Year 2015-2016 involving two (2) grade five classes. From each class, fifty (50) pupils were chosen. One group was exposed to a method of instruction that involved Brain-Based Strategies during class instruction tagged as the Experimental Group. On the other hand, which was labeled as the Controlled Group, direct instruction was utilized Both classes were given pretest and<br/><br/>postlest<br/><br/>The researchers found out the mean scores of the respondents in pretest-posttest of control and experimental group. In pretest of control group, the mean score was 12 it indicates that the respondents were developing and the posttest mean score of 15.02 indicates that the respondents were approaching proficiency while in experimental group, the pretest mean score of 16.16 indicates that the respondents were approaching proficiency while the posttest mean score got 20.38 and indicates that the respondents were proficient<br/><br/>On the significant difference between the pretest and posttest mean score of controlled and experimental group, the computed p-value of the experimental group was 001 less than 0.05 thus, the null hypothesis was rejected. Therefore, there was a significant difference between the pretest and posttest mean score of the experimental group.<br/><br/>Meanwhile, the computed p-value of the controlled group was .001 less than 0.05 thus, the null hypothesis was rejected. Therefore, there was a significant difference between the pretest and posttest mean score of the experimental group.<br/><br/>On the level of effectiveness of the brain-based strategies in experimental group was slightly different from the control group. The pretest of control group got a mean score of 12 and the posttest mean score was 15.02 and their mean difference was 25.11 while in experimental group got the pretest mean score of 16.16 while the posttest mean score was 20.38 and their mean difference was 26.11.<br/><br/>Based on the findings of the study, the following conclusions were drawn:<br/><br/>Employment of Brain-Based Strategies helps improve the performance of the respondents. The improvement in the performance of the pupils during their posttest was found significant. The exposure of the pupils in the utilization of brain-based strategies improved the performance of the pupils. Brain-based strategies are another effective way of teaching pupils in enhancing their critical thinking skills.<br/><br/>Based on the result of the study, the following recommendations are hereby offered by the researchers. The pupils must need to be aware of the different brain-based strategies that are being employed by the teacher. It will help them to develop their thinking skills. The teachers should necessary use different kinds of brain-based strategies during class instruction for the pupils to be easily coping up and have an idea about the lesson. The school administrators must also use of these strategies which greatly help classroom discussion and pupil's response to every lesson. It will provide the information on the present status of the brain-based strategies used by the teachers. The parents should guide their child with a good orientation so that their child will have continuing skills in thinking. The future researchers will help the other researchers in the future when they are already teaching especially in determining the teaching strategy which they are going to utilized and suitable for their pupils. The future teachers must use the appropriate teaching strategy that could develop the critical thinking of their pupils.
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Source of heading or term Brain-Based Strategies
700 ## - ADDED ENTRY--PERSONAL NAME
Personal name Sarto, Cheresa U.
Relator term Researcher
700 ## - ADDED ENTRY--PERSONAL NAME
Personal name Gimeno, Ferdinand C.
Relator term Adviser
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Source of classification or shelving scheme Library of Congress Classification
Koha item type Theses and dissertations
Holdings
Withdrawn status Source of classification or shelving scheme Damaged status Not for loan Home library Current library Shelving location Date acquired Total Checkouts Full call number Barcode Date last seen Copy number Price effective from Koha item type
  Library of Congress Classification   Not For Loan Rodriguez College Library Rodriguez College Library Graduate School Theses & Dissertations 03/10/2025   LG 221.R59 .Sa499 2016 URSROD-UGT-BEED-1156 03/10/2025 1 03/10/2025 Theses and dissertations

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