colored edited

Southville International School and Colleges

Luxembourg St., BF Homes International, Las Piñas 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

Section B

THESIS ADVISER: Dean Carmel Villegas

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Bachelor of Science in Nursing

Chapter 1THE PROBLEM AND ITS BACKGROUND

Introduction

What is the brain doing when one thinks? One knows what it

says, but can’t see or feel it working. It stores knowledge that had

been taught and learned from life experiences. These information

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 it’s 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

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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 Sperry’s

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

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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

4



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

student’s performance. Therefore, if proven to have a relationship, this

study will be the first to establish significance of BHD use in the

nursing field.

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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.

Herrmann’s involvement to the application of brain dominance brought

him worldwide recognition.

In 1978, Ned Herrmann formulated the Herrmann Participant

Survey Form to profile workshop participant’s 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.

6

http://en.wikipedia.org/wiki/Research

http://en.wikipedia.org/wiki/Creative_thinking

http://en.wikipedia.org/w/index.php?title=Applied_Creative_Thinking_Workshop&action=edit&redlink=1

http://en.wikipedia.org/wiki/Herrmann_Brain_Dominance_Instrument

http://en.wikipedia.org/wiki/Herrmann_Brain_Dominance_Instrument

http://en.wikipedia.org/w/index.php?title=Herrmann_Participant_Survey_Form&action=edit&redlink=1

http://en.wikipedia.org/w/index.php?title=Herrmann_Participant_Survey_Form&action=edit&redlink=1

http://en.wikipedia.org/wiki/Learning

http://en.wikipedia.org/wiki/Teaching

http://en.wikipedia.org/w/index.php?title=Brain_dominance_theory&action=edit&redlink=1

http://en.wikipedia.org/wiki/Creative_thinking




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 Herrmann’s 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

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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, Herrmann’s 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™).

8




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

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.

Performance Rating

A. Academic Performance

Rating

B. Clinical Performance Rating

Nursing

Student’s

BHD Profile

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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

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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

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Basic Assumptions

1. The researchers assumed that respondents will take the test

seriously

2. The researchers assumed that the students are graded

individually

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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

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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 student’s 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 student’s and

educators’ capabilities. With this, schools can provide appropriate

learning environment that molds globally competitive students.

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Scope and Delimitation

The conduct of this study included graduating nursing students,

batch 2009.

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.

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Definition of Terms

BHD

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

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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)

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

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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

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

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Bachelor of Science in Nursing 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 manifestation of knowledge, skills,

concepts, and understanding and ideas. It is the

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 the

acquisition of particular grades on examinations indicate

candidates ability, mastery of the content, skills in applying

learned knowledge to particular situations. A student’s

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

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pupils, it is a vital indicator in ones country’s 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

academic results. Also his one regular finding has been that the

two sexes differ notably in their academic success. As well-

known, 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

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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

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

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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 child’s 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

in one’s 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.

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McNical’s 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.

In 1957 Whitson states that clinical experience is the heart

of the nurse’s 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

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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

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 individual’s “cognitive style”-the person’s

preferences and approach to problem-solving. A tendency to use

verbal or analytical approaches to problems is seen as proof of

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left-side hemisphericity, whereas those who favor holistic or

spatial ways of dealing with information are seen as right-

hemisphere 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. "

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

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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

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

26




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 brain’s composition according to Parrot (1879).

Other theories involved developmental consideration which

includes posterior versus frontal lobe development according to

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

27




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

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 doesn’t 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

28




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 life-

style 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

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

29




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

gathered himself, Buchanan centered 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

30




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

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

31




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

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

32




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.

The left brain has no trouble dealing with symbols. The left-

brained 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 right-

brained person wants to see, feel, or touch the real object. Right-

brained 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 one’s right brain, create opportunities for

hands-on activities. Use something real whenever possible. They

33




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

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

34




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

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

35




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

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

36




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 left-

hemisphere 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

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

37




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.

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

38




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.

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 methods that complement their hemispheric

preference.

39




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

these four specialized quadrants. In line with Herrmann’s model,

Kobus Neethling, who first developed the NBI™, developed a

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.

40



Bachelor of Science in Nursing 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 student’s

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

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

41

http://findarticles.com/p/articles/mi_m0FCR/is_2_35



Bachelor of Science in Nursing 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.

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 dominance’s

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

42

http://www.unboundmedicine.com/medline/ebm/author/Coffield_K

http://www.unboundmedicine.com/medline/ebm/author/Benedict_SC



Bachelor of Science in Nursing 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.

A STUDY ON THE THINKING STYLES AND ACADEMIC

PERFORMANCE OF CIVIL ENGINEERING STUDENTS by E. HORAK

AND J.W. DU TOIT (2001)

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

43



Bachelor of Science in Nursing 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 Bio-

systems 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.

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

44



Bachelor of Science in Nursing 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

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 HAND-

EYE COORDINATION TESTS SPRING VALLEY HIGH SCHOOL BY

ARLEN CHEN (2002)

45




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

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 2005-

2006. The research also looked into the differences in learning styles

and the factor of analysis used is the brain dominance. Knowing the

46



Bachelor of Science in Nursing 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),

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,

47



Bachelor of Science in Nursing 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 dominance-

questionnaire 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

academic achievement. The researcher 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

48



Bachelor of Science in Nursing 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

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

Saleh’s study correlates a student’s 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. Saleh’s study deals with a greater

population of respondents who came from a university, both graduates

49



Bachelor of Science in Nursing 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 Saleh’s study conducted in a large

university in southern part of the United States students majoring in

nursing tends to right brainers.

Benedict and Coffield’s 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

50



Bachelor of Science in Nursing 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 Toit’s study wants to measure thinking preference

in order to improve engineers being produced by the institution. It

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.

Chen’s 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

51



Bachelor of Science in Nursing 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 Chen’s study the

researchers didn’t find correlation between a skill performance and

brain dominance.

Madela’s 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. Madela’s 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

52



Bachelor of Science in Nursing 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.

Marquelencia’s 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. Marquelencia’s respondents included freshmen

college students of the University of San Agustin while the researchers’

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 α= 0.05) in

Marquelencia’s 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. Marquelencia’s study

found no significant relationship among the variables being studied

while the researchers found a significant relationship between BHD

and lecture performance.

53




Biongcog’s 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.

Biongcog’s study is similar with Madela’s study because both used the

brain dominance inventory, revised by Evelyn Davis while the

researchers made use of the Brain Dominance Questionnaire. Both

study showed that majority of the students are left brained.

54




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

55



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 one’s primary brain

dominance. It consists of 35 items. To obtain data on brain

dominance, the researcher followed a scoring procedure on brain

dominance. The encircled letter for each item represents the subject’s

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.

56




SISC Grading System. To rank the ratings of nursing core

subject, the researchers tabulated it with their BHD and made use of

the SISC’s grading system. See Appendix I for the SISC Grading

System.

57



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 Dean’s 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

58




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

Interpretation

59




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

60




Figure 2. BHD of nursing students

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

61




1.3.1. Lecture

Figure 3. Lecture Grades of nursing students

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.

62




1.3.2. RLE

Figure 4. RLE grades of nursing students

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.

63




1.4 Gender and BHD

Figure 5. Gender of nursing students having left BHD

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.

64




Figure 6. Gender of nursing students having bilateral BHD

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.

65




Figure 7. Gender of nursing students having right BHD

Interpretation


students with right BHD are female and 16 or 36.36 percent of the

total population of students with right BHD are male.

66




1.5 BHD and Grade

1.5.1. BHD and Lecture Grade

Figure 8. Lecture Grades of nursing students who have left BHD

Interpretation


nursing students with left BHD has grade description of satisfactory. 18

or 32.14 percent of the total population of nursing students with left

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

67



Bachelor of Science in Nursing 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

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

description of passed. Groups from failed and excellent grade

description have 0 percentage.

68




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

Interpretation


nursing students with right BHD has grade description of satisfactory,

11 or 25 percent of the total population of nursing students with right

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

69



Bachelor of Science in Nursing 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

Interpretation


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

70



Bachelor of Science in Nursing 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

Interpretation


nursing students with bilateral BHD has grade description of good. 1 or

25 percent of the total population of nursing students with bilateral has

71



Bachelor of Science in Nursing 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

I

nterpretation


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

72



Bachelor of Science in Nursing 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

Excellent

Superior

Very Good

Good

Satisfactory

Fair

Passed

Failed

TOTAL

LEFT - - 4 18 26 8 0 - 56BILATERA

L- - 0 1 2 0 1 - 4

RIGHT - - 2 12 21 9 0 - 44TOTAL 6 31 49 17 1 104

Table 2 Expected Value for Specific Question No. 2

Very Good

Good

Satisfactory

Fair Passed

TOTAL

LEFT 3.23 16.69

26.38 9.15

0.54 56

BILATERAL

0.23 1.19 1.88 0.65

0.04 4

RIGHT 2.54 13.12

20.73 7.19

0.42 44

TOTAL 6 31 49 17 1 104

(Computation for the chi square value for specific question no. 2 is in

Appendix L)

73



Bachelor of Science in Nursing 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?


Excellent

Superior

Very Good

Good

Satisfactory

Fair

Passed

Failed

TOTAL

LEFT - - 1 37 18 - - - 56BILATERA

L- - 0 3 1 - - - 4

RIGHT - - 0 25 19 - - - 44TOTAL 1 65 38 104


Very Good

Good

Superior

TOTAL

LEFT 0.54 35 20.46 56

BILATERAL

0.04 2.5 1.46 4

RIGHT 0.42 27.5 16.08 44

TOTAL 1 65 38 104

74




(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.

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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 student’s 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.

76




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:

77



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 CI’s 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 that’s 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

78




strategies to further enhance the balance of left and right brain

function.

For Future Researchers:

1. Since the study doesn’t 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 CI’s 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,

79




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.

80




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http://en.wikipedia.org/wiki/Ned_Herrmann




APPENDICES

Appendix A:

92




93



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:

94



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-use-authentic-and-effective.html, 2008, All rights reserved.]

Appendix C:

95




[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

96




Problem-Solving Tasks Favoring Women

Problem-Solving Tasks Favoring Men

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:

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 three-dimensional 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

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

97




that begin with the same letter, women also outperform men:

Women do better on precision manual tasks-that is, those in volving fine-motor 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:

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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,”

99






105





106




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


107




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

108



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?

109



Bachelor of Science in Nursing directory=100024_articles&actualFile=100176.pdf&saveName=Training-With-The-Brain-In-Mind.pdf, 2002. All rights reserved.]

Appendix G: Sample Brain Dominance Questionnaire

Full Name (Please Print): _____________________________

Gender: M F Age:______

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 timeb. amusing and relaxingc. a real help in problem solving and creative thinkingd. 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 themb. 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 seeb. I picture the places I will go, people I’ll see, things I’ll do

110




c. I just let it happend. 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. yesb. 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?

111




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 talkingc. 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?

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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? b. frequently?

27. Do you use gestures to:a. emphasize your point? 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 riska. yes b. no

30. After attending musical:a. I can sing the tune without opening my lipsb. 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

113




b. rightc. 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 changesb. almost no mood changes

35. I am:a. not very conscious if body language, I prefer to listen to what people sayb. good at interpreting body languagec. good at understanding what people say and also the body language they

use

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Appendix H:Scoring Key for Brain Dominance Questionnaire

A B C D

1. 7 1 3 92. 1 5 7 93. 3 74. 9 7 3 15. 1 7 9 36. 1 97. 9 18.

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

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

9. 9 110. 9 111. 1 712. 1 913. 9 1 3 514. 7 115. 9 5 116. 6 317. 3 6 9 418. 3 1 7 919. 1 920. 1 9

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Bachelor of Science in Nursing 21. 1 5 122. 3 723. 1 5 924. 1 925. 1 7 9 326. 1 927. 2 828. 1 929. 7 330. 9 131. 8 232. 1 9 533.

CONTRACTS 1VISUALIZE 9CHATTING 3POSTPONE 7PUNS 3FREEZE 3

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

34. 9 135. 1 7 5

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Appendix I:SISC Grading System

Grade Point

Percentage

Description

4.00 99-100 Excellent3.75 97-98 Superior3.5 95-963.25 93-94 Very Good

3 91-922.75 89-90 Good2.5 87-882.25 85-86 Satisfactor

y2.0 83-841.75 81-82 Fair1.5 79-801.25 77-78 Passed1.0 75-760.00 74-below Failed

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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 (α) 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.

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http://davidmlane.com/hyperstat/chi_square_table.html




Appendix K:Critical values for the Chi Square Distribution

Significance Level df 0.10 0.05 0.025 0.01 0.005 1 2.7055 3.8415 5.0239 6.6349 7.8794 2 4.6052 5.9915 7.3778 9.2104 10.5965 3 6.2514 7.8147 9.3484 11.3449 12.8381 4 7.7794 9.4877 11.1433 13.2767 14.8602 5 9.2363 11.0705 12.8325 15.0863 16.7496 6 10.6446 12.5916 14.4494 16.8119 18.5475 7 12.017 14.0671 16.0128 18.4753 20.2777 8 13.3616 15.5073 17.5345 20.0902 21.9549 9 14.6837 16.919 19.0228 21.666 23.5893 10 15.9872 18.307 20.4832 23.2093 25.1881 11 17.275 19.6752 21.92 24.725 26.7569 12 18.5493 21.0261 23.3367 26.217 28.2997 13 19.8119 22.362 24.7356 27.6882 29.8193 14 21.0641 23.6848 26.1189 29.1412 31.3194 15 22.3071 24.9958 27.4884 30.578 32.8015 16 23.5418 26.2962 28.8453 31.9999 34.2671 17 24.769 27.5871 30.191 33.4087 35.7184 18 25.9894 28.8693 31.5264 34.8052 37.1564 19 27.2036 30.1435 32.8523 36.1908 38.5821 20 28.412 31.4104 34.1696 37.5663 39.9969 21 29.6151 32.6706 35.4789 38.9322 41.4009 22 30.8133 33.9245 36.7807 40.2894 42.7957 23 32.0069 35.1725 38.0756 41.6383 44.1814 24 33.1962 36.415 39.3641 42.9798 45.5584 25 34.3816 37.6525 40.6465 44.314 46.928 26 35.5632 38.8851 41.9231 45.6416 48.2898 27 36.7412 40.1133 43.1945 46.9628 49.645 28 37.9159 41.3372 44.4608 48.2782 50.9936 29 39.0875 42.5569 45.7223 49.5878 52.3355 30 40.256 43.773 46.9792 50.8922 53.6719 31 41.4217 44.9853 48.2319 52.1914 55.0025 32 42.5847 46.1942 49.4804 53.4857 56.328 33 43.7452 47.3999 50.7251 54.7754 57.6483 34 44.9032 48.6024 51.966 56.0609 58.9637 35 46.0588 49.8018 53.2033 57.342 60.2746 36 47.2122 50.9985 54.4373 58.6192 61.5811 37 48.3634 52.1923 55.668 59.8926 62.8832 38 49.5126 53.3835 56.8955 61.162 64.1812 39 50.6598 54.5722 58.1201 62.4281 65.4753 40 51.805 55.7585 59.3417 63.6908 66.766 41 52.9485 56.9424 60.5606 64.95 68.0526 42 54.0902 58.124 61.7767 66.2063 69.336 43 55.2302 59.3035 62.9903 67.4593 70.6157 44 56.3685 60.4809 64.2014 68.7096 71.8923 45 57.5053 61.6562 65.4101 69.9569 73.166 46 58.6405 62.8296 66.6165 71.2015 74.4367

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Bachelor of Science in Nursing 47 59.7743 64.0011 67.8206 72.4432 75.7039 48 60.9066 65.1708 69.0226 73.6826 76.9689 49 62.0375 66.3387 70.2224 74.9194 78.2306 50 63.1671 67.5048 71.4202 76.1538 79.4898 51 64.2954 68.6693 72.616 77.386 80.7465 52 65.4224 69.8322 73.8099 78.6156 82.0006 53 66.5482 70.9934 75.0019 79.8434 83.2525 54 67.6728 72.1532 76.1921 81.0688 84.5018 55 68.7962 73.3115 77.3804 82.292 85.7491 56 69.9185 74.4683 78.5671 83.5136 86.994 57 71.0397 75.6237 79.7522 84.7327 88.2366 58 72.1598 76.7778 80.9356 85.9501 89.477 59 73.2789 77.9305 82.1174 87.1658 90.7153 60 74.397 79.082 83.2977 88.3794 91.9518 61 75.5141 80.2321 84.4764 89.5912 93.1862 62 76.6302 81.381 85.6537 90.8015 94.4185 63 77.7454 82.5287 86.8296 92.0099 95.6492 64 78.8597 83.6752 88.004 93.2167 96.8779 65 79.973 84.8206 89.1772 94.422 98.1049 66 81.0855 85.9649 90.3488 95.6256 99.3303 67 82.1971 87.108 91.5193 96.8277 100.5538 68 83.3079 88.2502 92.6885 98.0283 101.7757 69 84.4179 89.3912 93.8565 99.2274 102.9961 70 85.527 90.5313 95.0231 100.4251 104.2148 71 86.6354 91.6703 96.1887 101.6214 105.4323 72 87.7431 92.8083 97.353 102.8163 106.6473 73 88.8499 93.9453 98.5162 104.0098 107.8619 74 89.9561 95.0815 99.6784 105.2019 109.0742 75 91.0615 96.2167 100.8393 106.3929 110.2854 76 92.1662 97.351 101.9992 107.5824 111.4954 77 93.2702 98.4844 103.1581 108.7709 112.7037 78 94.3735 99.617 104.3159 109.9582 113.9107 79 95.4762 100.7486 105.4727 111.144 115.1163 80 96.5782 101.8795 106.6285 112.3288 116.3209 81 97.6796 103.0095 107.7834 113.5123 117.524 82 98.7803 104.1387 108.9373 114.6948 118.7261 83 99.8805 105.2672 110.0902 115.8762 119.927 84 100.98 106.3949 111.2422 117.0566 121.1262 85 102.0789 107.5217 112.3933 118.2356 122.3244 86 103.1773 108.6479 113.5436 119.4137 123.5218 87 104.275 109.7733 114.6929 120.5909 124.7176 88 105.3723 110.898 115.8415 121.7672 125.9123 89 106.4689 112.022 116.989 122.9422 127.106 90 107.565 113.1452 118.1359 124.1162 128.2987 91 108.6606 114.2679 119.282 125.2893 129.4902 92 109.7556 115.3898 120.427 126.4616 130.6812 93 110.8501 116.511 121.5714 127.633 131.8705 94 111.9442 117.6317 122.7152 128.8032 133.0589 95 113.0377 118.7516 123.858 129.9725 134.2466 96 114.1307 119.8709 125.0001 131.1411 135.4327 97 115.2232 120.9897 126.1414 132.3089 136.6188 98 116.3153 122.1077 127.2821 133.4756 137.803 99 117.4069 123.2252 128.4219 134.6415 138.9869

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Bachelor of Science in Nursing 100 118.498 124.3421 129.5613 135.8069 140.1697

Appendix LCOMPUTATION FOR THE CHI SQUARE VALUES FOR SPECIFIC QUESTION

NO. 2

Appendix L.1. Chi Square Computed ValueO-E (O-E)2 (O-E) 2

E1 0.77 0.59 0.182 -0.23 0.05 0.233 -0.54 0.29 0.114 1.31 1.71 0.105 -0.19 0.04 0.036 -1.12 1.24 0.097 -0.38 0.15 0.018 0.12 0.01 0.019 0.27 0.07 0.0010 -1.15 1.33 0.1511 -0.65 0.43 0.6512 1.81 3.27 0.4513 -0.54 0.29 0.5414 0.96 0.92 24.0415 -0.42 0.18 0.42x2

computed

27.03

Appendix L.2. Chi Square Tabulated Valuev= (r-1) x (c-1) = (3-1) x (5-1) = 2 x 4 = 8α=0.05x2 tab value=15.507

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Appendix MCOMPUTATION FOR THE CHI SQUARE VALUE FOR SPECIFIC QUESTION

NO. 3

Appendix M.1. Chi Square Computed Value

O-E (O-E)2 (O-E) 2 E

1 0.461538462 0.213017751 0.3956043962 -0.038461538 0.001479289 0.0384615383 -0.423076923 0.178994082 0.4230769234 2 4 0.1142857145 0.5 0.25 0.16 -2.5 6.25 0.2272727277 -2.46153846 6.05917159 0.2961249278 -0.461538462 0.213017751 0.1457489889 2.92307692 8.54437868 0.53146853x2

computed

2.272043743

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

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colored edited

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