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Effect of Teaching using Whole Brain Instruction on Accounting Learning

Effect of Teaching using Whole Brain Instruction on Accounting Learning

Li-Tze Lee, Jason C. Hung
Copyright: © 2009 |Volume: 7 |Issue: 3 |Pages: 22
ISSN: 1539-3100|EISSN: 1539-3119|ISSN: 1539-3100|EISBN13: 9781615206971|EISSN: 1539-3119|DOI: 10.4018/jdet.2009070104
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MLA

Lee, Li-Tze, and Jason C. Hung. "Effect of Teaching using Whole Brain Instruction on Accounting Learning." IJDET vol.7, no.3 2009: pp.63-84. http://doi.org/10.4018/jdet.2009070104

APA

Lee, L. & Hung, J. C. (2009). Effect of Teaching using Whole Brain Instruction on Accounting Learning. International Journal of Distance Education Technologies (IJDET), 7(3), 63-84. http://doi.org/10.4018/jdet.2009070104

Chicago

Lee, Li-Tze, and Jason C. Hung. "Effect of Teaching using Whole Brain Instruction on Accounting Learning," International Journal of Distance Education Technologies (IJDET) 7, no.3: 63-84. http://doi.org/10.4018/jdet.2009070104

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Abstract

McCarthy (1985) constructed the 4MAT teaching model, an eight step instrument developed in 1980, by synthesizing Dewey’s experiential learning, Kolb’s four learning styles, Jung’s personality types, as well as Bogen’s left mode and right mode of brain processing preferences. An important implication of this model is that learning retention is improved in the whole brain treatment group and thus this model is effective in retaining learning information as long term memory. Specifically, when examine the effectiveness of student scoring levels (high, median, and low), the results indicated that retention improved across all levels in the treatment group while results were inconsistent in the control group. When examine academic achievement and attitudes, interaction factor of both school and method showed a statistically significant difference.

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