The Effects of Whole Brain Teaching on Form One Students’ Historical Knowledge in Hilir Perak
DOI:
https://doi.org/10.37134/ajatel.vol16.1.5.2026Keywords:
Whole Brain Teaching, Historical Knowledge, History Education, Student Engagement, Form One StudentsAbstract
This study examined the effect of the Whole Brain Teaching (WBT) approach on the historical knowledge of Form One students in Hilir Perak, Perak. A quasi experimental design was employed using pre-test and post-test measures involving treatment and control groups. Cluster sampling was used to select participating schools while intact classes were used as the study sample. Four hypotheses were tested at the 0.05 significance level. Pre-test results showed no significant difference between the treatment and control groups, t (65) = -0.209, p = -.835, indicating that both groups had comparable baseline knowledge prior to the intervention. After the intervention, both groups showed improvement. However, the treatment group demonstrated substantially higher achievement than the control group. The control group recorded a post-test mean score of 44.85 (SD = 4.31), whereas the treatment group achieved a mean score of 65.00 (SD = 6.93), with a mean difference of 20.15 marks. These findings indicate that WBT was effective in improving students’ historical knowledge. Therefore, the study suggests that WBT should be considered as an innovative pedagogical strategy for History instruction as it promotes a more active, engaging and effective learning environment.
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