A STUDY OF ACADEMIC ACHIEVEMENT OF B ED STUDENTS IN RELATION TO THEIR HEMISPHERICITY

Research has demonstrated that students are capable of mastering new skills if they are taught through
instructional methods that complement their hemispheric preference (Boyle & Dunn, 1998). 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 (Brennan, 1984; Dunn, Sklar,
Beau&y, Bruno, 1990; Jarsonbeck, 1984).
The authors were curious to know if hemisphericity was a correlate of academic achievement of B Ed students. The
participants of the study were1037 students were drawn proportionately from14 B Ed colleges. The findings reveal
that there is no significant relationship between hemisphericity and academic achievement of participants. The
results show the need to focus on brain based learning in teacher education.