Brain-Based Learning as Teaching Method
and Students’ Performance in Reading Comprehension
A Dissertation
Presented to the
Graduate School Faculty
Wesleyan University-Philippines
Cabanatuan City
In Partial Fulfillment
of the Requirements for the Degree
Doctor of Education
Major in Educational Management
KEREN JOY B. WIGAN
August 2020
ii
APPROVAL SHEET
This dissertation entitled BRAIN-BASED LEARNING AS
TEACHING METHOD AND STUDENTS’ PERFORMANCE IN READING
COMPREHENSION prepared and submitted by KEREN JOY B. WIGAN
in partial fulfillment of the requirements for the degree
DOCTOR OF EDUCATION (EdD) major in Educational Management
has been examined, accepted and approved.
ESTRELLA C. BUENAVENTURA, EdD
Adviser
PANEL OF EXAMINERS
Approved by the Committee on Oral
August 10, 2020 with a grade of _______
Examination
on
FERDINAND E. ROMANO, EdD
Chair
GENER S. SUBIA, PhD
Member
ALICIA P. ABALOS, EdD
Member
OSCAR T. VALLEJO, PhD
Member
EDGARDO E. BUENAVENTURA, PhD
Member
Accepted and approved in partial fulfillment of the
requirements for the degree of Doctor of Education (EdD)
major in Educational Management.
Comprehensive Examination Passed:
GENER S. SUBIA, PhD
Dean, Graduate School
iii
ACKNOWLEDGMENT
Dissertation
significant
writing
academic
has
been
challenge
one
that
the
of
the
researcher
most
ever
faced. Without the support, patience, and guidance of the
following people, this study would not have been completed.
The
researcher
would
like
to
take
this
opportunity
to
express her deepest appreciation to all the people who have
supported
her
in
this
venture
and
have
brought
to
her
professional development.
Foremost, Dr. Estrella C. Buenaventura,
and
statistician.
professional
Despite
commitments,
her
she
many
her adviser
academic
and
guided
her
expertly
throughout her studies. She had been an excellent mentor,
collaborator and guide, who provided her with invaluable
insights
skills
about
in
this
general.
research,
The
and
taught
researcher
feels
her
academic
exceedingly
privileged for her guidance and thus she owes her a million
heartfelt thanks.
To
the
members
of
the
Research
Committee;
Dr.
Ferdinand E. Romano, Dr. Oscar T. Vallejo, Dr. Alicia P.
Abalos, and Dr. Edgardo E. Buenaventura, for their ample
iv
time in extending their help in the area of quantitative
analysis and for their priceless ideas which contributed to
the clarity of this paper.
The researcher would like to thank these people for
their
encouragement
who
had
been
the
wind
beneath
her
wings, their unwavering belief that she could do well. With
their
guidance
and
thoughtful
ideas,
the
researcher
has
fulfilled a lifelong dream.
To
Dr.
Catalina
P.
Paez,
for
her
approval
of
the
request letter to conduct this study.
The researcher deeply appreciates all her respondents,
the Grade 10 students who patiently answered the survey
questionnaires. To the Principals of the following schools:
Aurora National Science High Schools, Baler National High
School, Dipaculao National High School, Mount Carmel School
of San Luis, Mount Carmel College Baler, and Father John
Karash Memorial High School, for allowing her to conduct
her study in their respective schools.
Her colleagues at Aurora National Science High School,
especially
to
their
dear
Principal,
Madam
Edelwinda
S.
v
Montero, who have always supported, encouraged and believed
in her. Thank you very much.
To her sons and daughters, Jorge, Gio, Georgia, and
Gia who served as her greatest source of inspiration. She
was really sorry for her shortcomings due to load of work.
To
her
beloved
husband
George,
whose
love,
support
both financially and emotionally, and patience taught her
so
much
Completing
nothing.
about
sacrifice,
this
manuscript
She
expresses
discipline
without
thanks
for
and
him
compromise.
would
be
understanding
worth
her
whenever she was not able to do all the chores in the house
and for the immeasurable love that truly inspired her.
Most importantly, she wants to thank the gracious and
merciful Almighty God, the source of all wisdom and talent
for giving her the ability to accomplish everything and
achieve her Doctorate degree through His divine guidance.
KEREN JOY B. WIGAN
vi
DEDICATION
This
study
is
wholeheartedly
dedicated
to
the
researcher’s family who has been her source of inspiration
and
strength
every
time
continually provided
she
tries
to
give
up
and
who
her moral, spiritual, emotional and
financial support.
To
their
her
words
friends,
of
advice
mentors
and
and
colleagues
encouragement
to
who
shared
finish
this
study.
Lastly,
this
research
is
dedicated
to
the
Almighty
God, for the guidance, strength, power of mind, protection
and skills and a healthy life.
vii
DISSERTATION ABSTRACT
Title:
BRAIN-BASED LEARNING AS TEACHING METHOD
AND STUDENTS’ PERFORMANCE IN READING
COMPREHENSION
Researcher:
KEREN JOY B. WIGAN
Degree:
Doctor of Education
Major:
Educational Management
Adviser:
ESTRELLA C. BUENAVENTURA, EdD
School:
Wesleyan University-Philippines
Date of Defense:
August 10, 2020
Key Words:
Brain-Based Learning Method, Reading
Comprehension, Students’ Performance
This descriptive-correlational research study aimed at
exploring
the
relationship
that
exists
between
the
teachers’ and students’ levels of acceptance on brain-based
learning methods and the students’ performance in reading
comprehension. The subjects of this research include the
secondary
science
Aurora
schools
English
program
and
the
during
teachers
and
selected
Grade
the
in
10
the
private
students
school
schools
year
with
schools
enrolled
2019-2020.
special
in
in
Central
the
Data
said
were
viii
obtained through a survey questionnaire on the month of
February, 2020.
Generally,
the
teachers
often
practiced
based learning method with the mean of 3.75.
the
teachers
assessed
themselves
the
brain-
Specifically,
practicing
methods
on
orchestrated immersion ( x̅ = 3.94) and relaxed alertness ( x̅ =
3.91).
Meanwhile,
active
processing
obtained
the
lowest
mean 3.39 which had a verbal interpretation of occasionally
practiced.
Based on students’
often
practiced
the
perception, the
brain-based
English teachers
learning
method
with
a
total mean of 3.78 which was verbally interpreted as often
practiced. The same way that active processing obtained the
lowest mean based on the assessment of the teachers, active
processing also obtained the lowest mean which was 3.57 and
was verbally interpreted as occasionally practiced.
With
perceive
the
that
weighted
the
mean
of
competencies
4.098,
in
teachers
reading
tend
to
comprehension
were observed on the students and students tend to assess
ix
that the competencies in reading comprehension were also
observed ( x̅ = 3.94).
There is a highly significant relationship between the
teachers’ level of acceptance on the use of brain-based
learning
method
performance
level
of
in
and
their
reading
acceptance
perception
comprehension,
on
the
use
of
on
the
students’
and
the
students’
brain-based
learning
method and the students’ level of performance in reading
comprehension.
There
is
also
a
significant
difference
between the teachers’ perception of the performance level
in
reading
comprehension
of
students
and
the
students’
performance level in reading comprehension as perceived by
themselves.
There is a highly significant difference between male
and female students’ level of acceptance on the use of
brain-based learning method.
Finally, there is no significant
difference
between
private and public school students’ level of performance in
reading comprehension.
x
TABLE OF CONTENTS
Page
TITLE PAGE
APPROVAL SHEET
ACKNOWLEDGMENT
DEDICATION
DISSERTATION ABSTRACT
TABLE OF CONTENTS
LIST OF TABLES
LIST OF FIGURES
i
ii
iii
vi
vii
x
xiii
xv
Chapter
1
The Problem and Its Setting
Introduction . . . . . . . . . . . . . . . . . . 1
Conceptual/Theoretical Framework. . . . . . . . . 4
Research Paradigm . . . . . . . . . . . . . . . ..7
Statement of the Problem . . . . . . . . . . . . 8
Research Hypotheses . . . . . . . . . . . . . . . 10
Significance of the Study . . . . . . . . . . . . 11
Scope and Delimitations of the Study . . . . . . 13
Definition of Terms . . . . . . . . . . . . . . . 14
2
Review of Related Literature and Studies
3
Brain-Based Learning. . . . . . . . . . . . . . .16
Caine’s 12 Principles of Brain-Based Learning18
The Constructivist Learning Theory . . . . . 22
Orchestrated Immersion. . . . . . . . . . . .25
Relaxed Alertness. . . . . . . . . . . . . . 27
Active Processing. . . . . . . . . . . . . . 32
Reading Comprehension. . . . . . . . . . . . . . .42
Justification of the Study . . . . . . . . . . . . 47
Research Methodology
Research Design . . . . . . . . . . . . . . . . . .
Locale of the Study . . . . . . . . . . . . . . .
Respondents of the Study . . . . . . . . . . . . .
Research Instruments . . . . . . . . . . . . . . .
49
50
51
52
xi
Validity and Reliability . . . . . . . . . . . . . 53
Data Gathering Procedure . . . . . . . . . . . . . 54
Statistical Treatment of Data . . . . . . . . . . . 55
4
Presentation, Analysis and Interpretation of Data
Teachers’ Level of Acceptance on the Use of BrainBased Learning Methods. . . . . . . . . . . . . . . 57
Teachers’ Level of Acceptance on the Use of
Brain-Based Learning in Terms of Orchestrated
Immersion. . . . . . . . . . . . . . . . . . . 57
Teachers’ Level of Acceptance on the Use of
Brain-Based Learning in Terms of Relaxed
Alertness. . . . . . . . . . . . . . . . . . . 62
Teachers’ Level of Acceptance on the Use of
Brain-Based Learning in Terms of Active
Processing. . . . . . . . . . . . . . . . . . 64
Students’ Level of Acceptance on the Use of BrainBased Learning. . . . . . . . . . . . . . . . . . . 66
Students’ Level of Acceptance on the Use of
Brain-Based Learning in Terms of Orchestrated
Immersion. . . . . . . . . . . . . . . . . . . 66
Students’ Level of Acceptance on the Use of
Brain-Based Learning in Terms of Relaxed
Alertness . . . . . . . . . . . . . . . . . . .69
Students’ Level of Acceptance on the Use of
Brain-Based Learning in Terms of Active
Processing. . . . . . . . . . . . . . . . . . .72
Level of Performance in Reading Comprehension
Level of Performance in Reading Comprehension as
Perceived by the Teachers . . . . . . . . . . .74
Level of Performance in Reading Comprehension as
Perceived by the Students . . . . . . . . . . .80
Relationships Among Variables. . . . . . . . . . . .83
5
Summary, Conclusions and Recommendations
Summary . . . . . . . . . . . . . . . . . . . . . .96
Conclusions. . . . . . . . . . . . . . . . . . . . 100
Recommendations . . . . . . . . . . . . . . . . . .102
xii
BIBLIOGRAPHY
APPENDICES
The Questionnaire
Letter to the Schools Division Superintendent
Letter to the School Head/Principal
xiii
LIST OF TABLES
TABLE
PAGE
1
Total number of respondents
52
2
Teachers’ level of acceptance on the use of
brain-based learning method in terms of
orchestrated immersion
61
3
Teachers’ level of acceptance on the use of
brain-based learning method in terms of
relaxed alertness
64
4
Teachers’ level of acceptance on the use of
brain-based learning method in terms of active
processing
66
5
Students’ level of acceptance on the use of
brain-based learning method in terms of
orchestrated immersion
68
6
Students’ level of acceptance on the use of
brain-based learning method in terms of
relaxed alertness
71
7
Students’ level of acceptance on the use of
brain-based learning method in terms of
active processing
73
8
Teachers’ perception on students’ level of
performance in reading comprehension
78
9
Students’
perception
on
their
level
performance in reading comprehension
10
Relationship between the teachers’ level of
acceptance on the use of
brain-based learning method and their
of
82
85
xiv
perception on the students’ performance in
reading comprehension
11
Relationship between the
acceptance on the use of
method and the students’
reading comprehension as
themselves
12
Difference between teachers’ perception on
the students’ level of acceptance on the use
of Brain based learning method and the
students’ perception of themselves on their
own level of acceptance on the use of brain
based learning method
89
13
Difference between the teachers’ perception
of the performance level in reading
comprehension of students and the students’
performance level in reading comprehension as
perceived by themselves
90
14
Difference between male and female students
regarding their level of acceptance on the
use of brain based learning method
Difference between private and public schools
on the performance level of students in
reading comprehension
92
15
students’ level of
brain-based learning
performance in
perceived by
87
93
xv
LIST OF FIGURES
FIGURE
1
PAGE
The Research Paradigm
7